Analysis of Factors and Competency Indicators of the Teaching and Learning of Kindergarten Teachers Using Thai as a Second Language
Article Sidebar
Main Article Content
Abstract
This study aimed to analyze factors and indicators of developmental competency of kindergarten teachers using Thai as a second language according to the concepts of a Teaching Professional Learning Community. The sample group consisted of 550 kindergarten teachers who used Thai as a second language during the 2015 academic year under the Office of Basic Education Commission. The research instruments used in this study consisted of a rating scale questionnaire asking for opinions on the competency indicators of the teaching and learning of kindergarten teachers using Thai as a second language that involved the aspects of curriculum development, learning management, psychology of teachers, educational measurement and evaluation, classroom management, and being a professional teacher, respectively. The collected data was analyzed using exploratory factor analysis. The results revealed that the competency of the teaching and learning of kindergarten teachers using Thai as a second language can be seen in 5 factors and 52 indicators including: 1) the competency of teaching and learning, which contains 11 indicators; 2) the competency of classroom management, which contains 6 indicators; 3) the competency of curriculum management and learning management plan, which contains 8 indicators; 4) the competency of educational measurement and evaluation, which contains 19 indicators; and 5) the competency of being professional teacher, which contains 8 indicators. The variability of all of the factors can be explained at the percentage of 70.486.
Article Details
Copyright Notice articles, information, images, etc. was published in this Journal of Yala Rajabhat University is a copyright of the journal Yala Rajabhat University. If any person or deparment wants to bring all or part of it for publish or take any action. Authorization is required in written form from the Journal of Yala Rajabhat University only.
References
2.Bureau of the Education Testing. (2011). The quality assessment Standards Kindergarten Education for Quality Assurance inSchool. Bangkok: Krusapa Printer. (in Thai)
3.Chantarattana, R. (2015). Factors influence Lateral Thinking of Student in Yala Rajabhat University. Journal of Yala Rajabhat University, 10(2), 91-106. (in Thai)
4.Dachakub, P. (2014). The 21st Century Learning. Bangkok: Chulalongkorn University Printer. (in Thai)
5.DuFour, R., Eakey, R. A. & Many, T. (2006). Learning by Doing A Handbook for Professional Learning Communities at work. Bloomington,IN: Solution Tree Press.
6.Ministry of Education. (2011). Planning National Education No.11 (A.D.2012-2016). Bangkok: Office of the Secretary of Education. (in Thai)
7.Poonpat, J. (2011). Self-Evaluation attribute of Kindergarten Teachers Child Development Centers of Local Administrative Organizations in Thailand. Bangkok: Suandusit Rajabhat University. (in Thai)
8.Pornseema, D. (2006). Exiting problem not teacher. Journal Co-reform of Kruhusapa, 4(42), 58-59. (in Thai)
9.Sheffer, S. (2007). Finding for education to quality develop teacher. Journal of Kruhusapa : The 2nd KRU Conference, August, 2007, Bangkok: Kruhusapa. (in Thai)
10.Tangchuang, P. & Mounier, A. (2009). Research Programmes and building research Capacity within the Central for Education and labour Studies (CELS) 2008-2011: experiences, lessons, perspective and prospects. Jounal of Education Chiang Mai University, 36(1-2), 91-113.
11.Tangchuang, P. (2012). Model of Competency Development in Education. Bangkok: Duangkamon Printer. (in Thai)
12.Wiratchai, N. (2008). Evaluation indicator Development. The 1st Open Moral Conference, September 29, 2008. Bangkok: Ambassador Hotel. (in Thai)
13.Yodjiw, J. (2012). Develop indicator Competency in learning and teaching of Kindergarten Teachers. Master’s thesis. Naresuan University. (in Thai)
