องค์ประกอบสมรรถนะครูในการจัดการเรียนรู้รายวิชาเพิ่มเติมการศึกษาค้นคว้าด้วยตนเอง (INDEPENDENT STUDY: IS) ระดับชั้นมัธยมศึกษา

Chamaiphorn Kaiyasit; Sumran  Gumjudpai; Puntarika  Noinon

Authors

Chamaiphorn Kaiyasit Faculty of Education, Sakon Nakhon Rajabhat University
Assoc.Prof. Dr.Sumran Gumjudpai Faculty of Education, Sakon Nakhon Rajabhat University
Dr.Puntarika Noinon Faculty of Education, Sakon Nakhon Rajabhat University

Keywords:

Independent Study Elective Course, Learning Management, Teacher Competency

Abstract

The objectives of this research were 1) to study the components of teacher competency in Learning management for the Independent Study (IS) elective course and 2) to examine and evaluate the appropriateness of the components of teacher competencies in learning management for the Independent Study (IS) supplementary course. Sources of data for analysis and synthesis from documents, for document analysis and synthesis, curriculum documents, research reports, academic articles, etc. Key informants for in-depth interviews: 7 participants consisting of school administrators, teachers, and educational supervisors. For competency component evaluation, 21 experts were selected through purposive sampling. They must possess knowledge, expertise, and experience in instructional management or the Independent Study (IS) course, be able to provide complete information, and conduct evaluations independently without any conflicts of interest. Research tools included document analysis forms, interview guides, and evaluation forms. Data were analyzed using content analysis, mean, and standard deviation.

The research findings revealed that 1) the components of teacher competency necessary for managing the Independent Study (IS) course consist of the following six competencies : Competency Curriculum Analysis “components 4 and 12 indicators”; Competency Instructional Design “components 3 and 11 indicators”; Competency Instructional Media “components 3 and 11 indicators”; Competency Assessment and Evaluation “components 2 and 7 indicators”; Competency Classroom Research for Student Development “components 2 and 7 indicators” and competency Personal Attributes “components 2 and 18 indicators” and 2) The evaluation showed all competencies and indicators were rated at the highest level, with average scores ranging from 4.52 to 4.95, well above the minimum benchmark of 3.51. These components can be utilized to support the development of teacher training curricula.

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