Convergent Parallel Mixed-Methods Case Study: Examining and Exploring Teacher's Global Competence Including Perceptions and Preparedness at a South-Central Pennsylvania High School

Alicia A. Lippert

doi:10.17918/00000138

This convergent parallel mixed-methods case study examined the global competence of teachers at a high school in south-central Pennsylvania to provide awareness into skills and aptitudes teachers may be lacking and perceptions of their preparedness to teach for global competence. The problem that exists is high school teachers may lack global competence skills and aptitudes required for readiness to prepare students to compete in the global workplace and may not be prepared to teach those skills and aptitudes. Given the lack of research in teacher global competence, this study aimed to provide awareness into global competence areas teachers may lack and their preparedness to teach for global competence. The researcher gathered both quantitative data through the use of the Global Competence Aptitude Assessment, and qualitative data through one-on-one interviews to provide perceptions of teachers' understanding of skills and aptitudes needed and their preparedness to teach for global competence. Research questions focused on the extent teachers at a high school in south-central Pennsylvania are prepared with global competence skills and aptitudes to address the needs of students for the global workplace, if there is a statistically significant difference between their levels of global competence and the global norm, how teachers describe global competence skills and aptitudes necessary for students to compete globally and what teachers perceive is their preparedness to teach global competence skills and aptitudes. Findings report that there was not a statistically significant difference between the global competence of the teachers in this study compared to the global norm (Teachers: M=73.25 and M=69.54, other educators: M=77 and M=69). However, responses from teacher interviews indicate perceptions of unpreparedness to teach skills and aptitudes and a lack of global competence themselves. This study advances research in global competence by identifying the global competence of teachers and their perceptions of preparedness to teach students the skills and aptitudes needed for the global workplace. Recommendations for future research include exploring the cause of teacher perceptions of a lack of global competence and to further examine the skills and aptitudes they lack to better prepare them during teacher preparation and with professional development. Keywords: global competence; global competency; Global Competence Aptitude Assessment; Global Competence Model; high school teachers; teacher perceptions

Convergent Parallel Mixed-Methods Case Study: Examining and Exploring Teacher's Global Competence Including Perceptions and Preparedness at a South-Central Pennsylvania High School

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Convergent Parallel Mixed-Methods Case Study: Examining and Exploring Teacher's Global Competence Including Perceptions and Preparedness at a South-Central Pennsylvania High School

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