Indicators, competency professio Development of Professional Competency Indicators for Early Childhood Teachers under Offices of Primary Education Service Areas in the Nakhon Ratchasima

Abstract

          The purposes of this research were 1) to develop professional competency indicators for Early Childhood teachers under Nakhon Ratchasima Primary Education Service Area Offices, 2) to examine the consistency of the model structure of professional competency indicators for Early Childhood teachers under Nakhon Ratchasima Primary Education Service Area offices with empirical data. 700 Early Childhood teachers under Nakhon Ratchasima Primary Education Service Area 1-7 participated in the study by multiple-stage random sampling. The instrument was a five-rating scale questionnaire with the index of item-objective congruence (IOC) ranged between 0.60 and 1.00. The power of discrimination was between 0.36–0.74 and the entire reliability coefficient was 0.92. The data were analyzed by mean, standard deviation, and confirmatory factor analysis.           The results of the study revealed as follows; 1) the professional competency indicators for Early Childhood teachers under Nakhonratchasima Primary Education Service Area consisted of three main components, nine subcomponents, and 18 indicators. It was divided into six indicators for learning management, six indicators for self-development, and six indicators for moral and professional ethics, 2) the model structure of professional competency indicators for Early Childhood teachers under Nakhon Ratchasima Primary Education Service Area Office had statistical values as follows: Chi-square = 1.25, degree of freedom (df) = 4, P-value = 0.869, goodness of fit index (GFI) = 0.98, adjusted goodness of fit index (AGFI) = 0.99, and root mean square error of approximation (RMSEA) = 0.000 Chi-square = 1.25, df = 4, P = 0.869, GFI = 0.98, AGFI = 0.99, RMSEA = 0.000.