Functional Competencies of Teachers under Nakhon Si Thammarat Primary Educational Service Area Office 3
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Abstract
This study aimed to: 1) examine the functional competencies of teachers; 2) compare functional competencies of teachers according to the variables of gender, educational level, academic title, work experience, school size, and administrators' gender and academic title; and 3) investigate problems and suggestions related to the functional competencies of teachers. The sample consisted of 312 teachers under Nakhon Si Thammarat Primary Educational Service Area Office 3, selected through stratified random sampling. The research instrument was a five-point rating scale questionnaire with a content validity index ranging from .80 to 1.00 and an overall reliability coefficient of .99. Data were analyzed using descriptive statistics to determine mean and standard deviation, an independent-samples t-test, One-Way ANOVA, and post-hoc multiple comparisons using the Least Significant Difference (LSD) method when statistically significant differences were detected.
The findings revealed that: 1) the overall functional competencies of teachers were rated at a good level; 2) comparisons of functional competencies according to the variables of gender, educational level, work experience, school size, and administrators' gender and academic title showed no statistically significant differences. However, a significant difference was found in teachers' academic title, whereby teachers without an academic title demonstrated significantly higher functional competencies than those holding a professional level title and those holding a special professional level title or above, at the .05 level of statistical significance; and 3) with respect to problems and suggestions, teachers were found to have limited knowledge and skills in utilizing modern instructional technology for teaching and learning, lacked motivation, and demonstrated insufficient positive attitudes toward their professional duties. Furthermore, schools faced inadequate cooperation from both the community and parents. It is therefore recommended that school administrators continuously promote teachers' professional development and implement participatory management practices involving all relevant stakeholders.
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