Teachers’ Competencies and Their Impact on the Evaluation of Teaching


The paper describes the research on teachers’ competencies with regard to two forms of learning, i.e. a full-time form of study and blended learning. The research was also tasked to document a difference in the evaluation of these partial competencies in the full-time form and in the blended learning form. This paper deals with the research on the competence assessment of English teachers at the School of Business Administration in Karvina among students in both forms of studies. The introduction outlines the issue of competencies as a result of political, social, and economic changes affecting education in the 21st century. Education is given to deeper relations, in particular with regard to the growing meritocratic aspect. The next part of the paper provides a selection in the list of the most important outcomes of a conceptual nature of key competencies and these are followed by the terminology scope of teachers’ competences. The aim of the research is the analysis of data focused on teachers’ competencies affecting the assessment of the quality of teaching foreign languages. Competencies examined were the readiness of teachers to teach and the clarity of their interpretation, erudition, communicability and suitability of transmitting information, and the flexibility of the individual approach to students and their inspiration.


competencies; teacher; assessment of teaching; blended learning; full-time study; teaching foreign languages

Baumert, J., Stanat, P., & Demmrich, A. (2001). Untersuchungsgegenstand, theoretische Grund- lagen und Durchführung der Studie. Deutsches PISA – Konsortium (Hrgs.). PISA 2000. Basis- kompetenzen von Schülerinnen und Schülern im internationalen Vergleich (pp. 15–68). Opladen: Leske und + Budrich.

Fleischer, J., Koeppen, K., Kenk, M., Klieme, E., & Leutner, D. (2013). Kompetenzmodelisierung: Struktur, Konzepte und Forschungszugänge des DFG – Schwerpunktprogramms. Zeitschrift für Erziehungswissenschaft, 16(1), 5–22.

Hardy, I., Hertel, S., Kunter, M., Klieme, E., Warwas, J., Büttner, G., & Lühken, A. (2011). Adaptive Lerngelegenheiten in der Grundschule. Merkmale, methodisch-didaktische Schwerpunktsetzun- gen und erforderliche Lehrerkompetenz. Zeitschrift für Pädagogik, 57(6), 819–833.

Helmke, A. (2003). Unterrichtsevaluation: Verfahren und Instrumente. Schulmanagement, 1, 8–11.

Helmke, A. (2010). Unterrichtqualität und Lehrerprofessionalität. Diagnose, Evaluation und Verbes-serung des Unterrichts. Seelze: Kallmeyer Verlag.

Hroník, F. (2007). Rozvoj a vzdělávání pracovníků. Prague: Grada.

Klieme, E. (2004). Was sind und wie misst man Kompetenzen? Pädagogik, 56(6), 10–13.

Klieme, E., & Hartig, J. (2007). Kompetenzkonzepte in den Sozialwissenschaften und im erzie- hungswissenschaftlichen Discurs. Zeitschrift für Erziehungswissenschaft. Sonderheft, 8, 11–33. Klieme, E., & Leutner, D. (2006). Kompetenzmodelle zur Erfassung individueller Lernergebnisse und nur Bilanzierung von Bildungsprozessen. Beschreibung eines neu eingerichteten Schwer- punktprogramms der DFG. Zeitschrift für Pädagogik, 52(6), 876–903.

Král, M. (1994). Změna paradigma. Prague: Filozofia.

Kramárová, M. (2011). Uplatnenie konceptu kľúčových kompetencií v cudzojazyčnej edukácii primarneho vzdelávania. Acta Facultatis Paedagogicae Universitatis Tyrnaviensis, 17–34.

Lipowski, F. (2006). Auf den Lehrer kommt es an. Empirische Evidenzen für Zusammenhänge zwischen Lehrerkompetenzen, Lehrerhandeln und dem Lernen der Schüler. In Zeitschrift für Pädagogik. 51. Beiheft. Beiheft Kompetenzen und Kompetenzentwicklung von Lehrerinnen und Lehrern: Ausbildung und Beruf (pp. 47–70). Weinheim und Basel: Belz Verlag.

Skalková, J. (2004). Pedagogika a výzvy nové doby. Brno: Paido.

Winkelmann, H., Robitzsch, A., Stanat, P., & Köller, initial missing. (2012). Mathematische Kompe- tenzen in der Grundschule. Struktur, Validierung und Zusammenspiel mit allgemeinen kognitiven Fähigkeiten. Diagnostica, 58, 15–30.

Published : 2016-02-01

BobákováH., & KarpetaJ. (2016). Teachers’ Competencies and Their Impact on the Evaluation of Teaching. International Journal of Research in E-Learning, 2(2), 51-61. Retrieved from https://www.journals.us.edu.pl/index.php/IJREL/article/view/8383

Hanne Lore Bobáková 

PhD,Silesian University in Opava, School of Business Administration in Karviná, Czech Republic

Janusz Karpeta 

PhD, Silesian University in Opava, School of Business Administration in Karviná, Czech Republic

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

The Copyright Owners of the submitted texts grant the Reader the right to use the pdf documents under the provisions of the Creative Commons 4.0 International License: Attribution-Share-Alike (CC BY SA). The user can copy and redistribute the material in any medium or format and remix, transform, and build upon the material for any purpose.

1. License

The University of Silesia Press provides immediate open access to journal’s content under the Creative Commons BY-SA 4.0 license (http://creativecommons.org/licenses/by-sa/4.0/). Authors who publish with this journal retain all copyrights and agree to the terms of the above-mentioned CC BY-SA 4.0 license.

2. Author’s Warranties

The author warrants that the article is original, written by stated author/s, has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author/s.

If the article contains illustrative material (drawings, photos, graphs, maps), the author declares that the said works are of his authorship, they do not infringe the rights of the third party (including personal rights, i.a. the authorization to reproduce physical likeness) and the author holds exclusive proprietary copyrights. The author publishes the above works as part of the article under the licence "Creative Commons Attribution-ShareAlike 4.0 International".

ATTENTION! When the legal situation of the illustrative material has not been determined and the necessary consent has not been granted by the proprietary copyrights holders, the submitted material will not be accepted for editorial process. At the same time the author takes full responsibility for providing false data (this also regards covering the costs incurred by the University of Silesia Press and financial claims of the third party).

3. User Rights

Under the CC BY-SA 4.0 license, the users are free to share (copy, distribute and transmit the contribution) and adapt (remix, transform, and build upon the material) the article for any purpose, provided they attribute the contribution in the manner specified by the author or licensor.

4. Co-Authorship

If the article was prepared jointly with other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement.

I hereby declare that in the event of withdrawal of the text from the publishing process or submitting it to another publisher without agreement from the editorial office, I agree to cover all costs incurred by the University of Silesia in connection with my application.