The Competency Development of Secondary School Teachers for ASEAN Community
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Abstract
The main objective of this research was to develop secondary school teachers’ competency for the Association of Southeast Asian Nations (ASEAN) Community which consisted of additional particular purposes as follows: 1) to study secondary school teachers’ competency, ways to develop secondary school teachers’ competency and procedure of secondary school teachers’ competency for ASEAN Community. 2) to construct and validate secondary school teachers’ competency for ASEAN Community. 3) to assess the liability and the advantage for The Competency Development of Secondary School Teachers for ASEAN Community. Research procedure followed two phases. Phase 1: constructing and validating secondary school teachers’ competency development for ASEAN Community through Ethnographic Delphi Futures Research (EDFR.) techniques. This phase had three steps. Step 1: constructed and validated secondary school teachers’ competency development for ASEAN by applying technique research of EDFR; analyzing, and synthesizing for concepts and theories on competency, interviewed 5 experts to construct the draft. Step 2: Verified the draft of secondary school teachers’ development, applied technique research of EDFR for the 1st round. Collected data from 17 experts by questionnaire. Step 3: Verified the draft of secondary school teachers’ development, applied technique research of EDFR for the 2nd round. Collected data from the same 17 experts by questionnaire. Phase 2: Assessed the liability and the advantage for The Competency Development of Secondary School Teachers for ASEAN Community by convenience sampling of 322 secondary school teachers.
The research findings were as follow: 1) Results of analyzing, and synthesizing for concepts and theories on competency, interviewed experts, essential competency for secondary school teachers consisted of three parts, 17 competencies (176 indicators). 2) Results of constructing and validating secondary school teachers’ competency for ASEAN Community consisted of three parts, 17 (168 indicators): 2.1) competencies of knowledge 2.2) competencies of skills 2.3) competencies of attributes. 3) to develop secondary school teachers’ competencies happened through six ways: 3.1) Network 3.2) Technology, Information and Innovation. 3.3) Knowledge Sharing 3.4) Professional Learning Community (PLC) 3.5) Project Based Learning (PBL) and 3.6) Knowledge Management (KM.). 4) the procedure of secondary school teachers’ competency for the ASEAN Community consisted of 5 steps): 4.1) needs assessment for competency development 4.2) establishing an objective setting for development 4.3) program/curriculum design for the personnel development, 4.4) action planning for personnel development and 4.5) implementation of the personnel development.
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