The Development of English Teacher Competency for Student Learning in the 21st Century for Private Basic Education Schools under the Office of the Private Education Commission
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Abstract
The purposes of this research were 1) to study the components and indicators of English teacher competency for student learning in the 21st century for private basic education schools under the Office of the Private Education Commission; 2) to investigate the congruence of structural relationship model as developed of components and indicators and empirical data; and 3) to study guidelines for the enhancement of English teacher competency for student learning in the 21st century. The sample was 532 English teachers in basic private schools, using multi-stage randomization and interviewing 11 qualified experts. Research instruments include Teachers' competency perception questionnaires and guidelines for enhancing English teacher competency. The research data were analyzed using descriptive statistics, inferential statistics from statistical software and Mplus 7.31 Program, and content analysis. The research results showed that 1) the English teacher competency for student learning in the 21st century consisted of 6 components and 56 indicators as follows: innovative and creative thinking competency, language teaching competency, learning management competency, English language competency, digital competency, and communication competency; 2) the structural relationship model of components and indicators of English teacher competency was well fitted with the empirical data (CFI= 0.998, TLI=0.998, SRMR=0.023 and RMSEA=0.010); and 3) the guidelines to enhance English teacher competency for student learning in the 21st century showed that principals in private basic education schools play vital roles in enhancing the 6 competencies in various ways.
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