ADVELOPMENT MODEL TEACHER’S EDUCATION MANAGEMENT IN CENTURY 21ST IN BASIC SCHOOL KAMPHANG PHET PROVINCE
DOI:
https://doi.org/10.14456/nrru-rdi.2022.54Keywords:
Elements of model, Model of teacher development, Process of teacher development, Components of learning managementAbstract
This research and development study consisted of three stages. Firstly, the conditions and problem statements of professional development were analyzed using a questionnaire and performing focus group discussion. Secondly, four methods of development model were implemented: study the documentary, interview, model development, and examine outline. Third, the trial action and an evaluation were performed. A purposive sample of 351 students, 29 experts, and 64 informants was selected from a single school in Kamphang Phet Province. The following research tools were reviewed for reliability and approval from the advisors: a questionnaire, focus group form, semi-structured interview form, outline, inspection record form, satisfaction assessment form, and component evaluation form. The researcher assembled information to receive documents by post, group discussion, connoisseurship, and workshops. Descriptive statistics used were percentage, mean and standard deviation with content analysis, deductive, model drafting conclusion, and classification of components. The results revealed that most schools have participatory action for teachers' development. But, determining teacher development activities was least prioritized. The most common problem was teacher development planning, scheduling the curriculum, content, activities, methods of development into practice, and navigating the development plan into action. The development model proposed six elements: principles and reasons, objectives, development contexts, development process development, evaluation and conditions of success. Those who participated were most satisfied with the counseling, guidance, and assistance related to learning management. Elements three, five, and six were useful, two was appropriate and feasible at the highest level, while one and four were appropriate and feasible at a high level.
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