DESIRABLE CHARACTERISTICS OF EARLY CHILDHOOD TEACHERS IN THE 21ST CENTURY

Abstract

This research aim to 1) To study the level of early childhood learning management, learning skills and innovation, performance competencies and desirable characteristics of early childhood teachers in the 21st century. 2) To study the influence of early childhood learning management, learning skills and innovations, and performance competencies affecting the desired characteristics of early childhood teachers in the 21st century. 3) To study guidelines for the development of desirable characteristics of early 21st century teachers. This research is a mixed method research between quantitative research and qualitative research. The sample group used in the research was personnel from schools under the office of the private education commission Bangkok 320 people. Using methods Stratified Random Sampling, the instrument used in this research was a questionnaire to check the quality of the tools with Cronbach's alpha coefficient equal to .992. Data were analyzed using descriptive statistics Include percentage, frequency, mean, standard deviation and the structural equation mode. For qualitative research Use in-depth interviews with key informants, including school administrators, early childhood education experts and parents of preschool children, amount 16 persons. The results reveal that: 1) The desirable characteristics of early childhood teachers in the 21st century was at the highest level, followed by early childhood learning management. And performance in operations Is at the highest level and learning skills and innovation which are at the high level respectively. 2) Early learning management has the most influence on the desirable characteristics of early childhood teachers in the 21st century, followed by learning and innovation skills. And the ability to perform the work sequentially. 3) Guidelines for the development of desirable characteristics of early childhood teachers in the 21st century, it was found that teachers should be developed in the form and learning management, with emphasis on the learners so that early childhood can develop their potential fully own and teachers should continuously improve themselves. In addition, the ministry of education should encourage the development of desirable characteristics of teachers in various areas in accordance with the era in the 21st century.