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Competencies Critical to Teachers of Hearing-Impaired Students in Two Settings: Supervisors' Views

This investigation examines supervisors' ratings of competencies critical to the effective performance of teachers of elementary-level hearing-impaired pupils. A total of 150 instructional supervisors in residential, day schools, and day class programs rated a set of 40 competency statements. A discriminant function indicating that the ratings of supervisors of teachers in special schools differed from those of supervisors in day class settings was generated. The findings support the results of a previous study that indicated that teachers in different educational settings have differing views of the competencies most critical to their jobs.