TEACHER PROFESSIONAL COMPETENCY FOR CURRICULUM MANAGEMENT (CM) AND LEARNING MANAGEMENT (LM) OF IN-SERVICE TEACHER AND PRE-SERVICE TEACHER

Abstract

    Teacher professional competence is the critical ability to work with applied knowledge, skills, abilities, and attributes. This survey research objectives were to 1) study teacher professional competency for curriculum management (CM) and learning management (LM) of in-service teachers and pre-service teachers, 2) compare teacher professional competency in CM and LM of in-service teachers and pre-service teachers. The sample group consisted of 393 in-service teachers by multi-stage sampling and 242 pre-service teachers by random cluster sampling. The research tools were the LM questionnaire, with consisted of 5 aspects; namely, the confidence value of the questionnaire was 0.95. The data were collected with an online questionnaire in electronic documents. Data were analyzed using statistics, mean and SD, and t-test. Results showed that the in-service and pre-service teachers had a high level of competency in CM and LM. Furthermore, compared with the professional competency of teachers in CM and LM of in-service teachers and pre-service teachers, there was no difference at the level of statistical significance (P>0.05). Considering five aspects, it was found that four aspects had no significant difference. On the other hand, measuring and evaluating learning outcomes showed statistically significant differences. That result is viewed the design of LM should be flexible, modern, and consistent with the current situation, emphasizing real-life practice.