Guidelines for Developing Teacher Competency in the 21st Century of Schools Under the Secondary Educational Service Area Office, Mukdahan
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Abstract
Rapid changes in the world are caused by advanced and modern technology. Teachers need to have the necessary abilities and competencies so that learning management can develop students to their fullest potential. The purposes of this research were (1) to study the current and desired situations of teacher competency in the 21st century; (2) to study the priority needs of teachers operating systems in the 21st century; (3) to develop guidelines for developing teacher competencies in the 21st century; and (4) to evaluate the suitability and feasibility of the guidelines for developing teacher competencies in the 21st century. The sample group consisted of 252 people. The sample size was determined using percentage criteria. The instruments for collecting data were (1) a questionnaire about current and desired situations, (2) a structured interview form, and (3) the propriety and possibility assessment of the guidelines for developing teacher competencies in the 21st century. The statistics employed in data analysis were percentage, mean, standard deviation, and Modified Priority Needs Index (PNI Modified). The research results revealed that (1) the overall current situations for participating in the promotion of teacher competency in the 21st century were at a high level, and the overall desirable situations were at the highest level. (2) The needs that were higher than the overall average included topics of Evaluation and Research, Teamwork and Knowledge sharing, Technology and Educational Innovation, Communication, and Curriculum and Learning management. (3) The development guidelines consisted of seven components, for a total of 36 development guidelines. (4) The results of the overall development evaluation revealed that suitability was at the highest level and possibility was at the highest level.
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