Reinforcement Program Development for Teacher Competency in 21st Century of Secondary School Under the Secondary Educational Service Area Office in Northeast

Abstract

The objectives of this article are 1) to study the component of teacher competency in the 21^st century, 2) to study current conditions, desired conditions, and priority needs index for developing teacher competency in the 21^st century and 3) to create and develop teacher competency programs in the 21^st century. Mix methods research is used as the research design. The research area is a secondary school under the Secondary Education Area Office in Northeast. There are 1,088 of the sample group who are school directors, heads of academic departments, heads of human resources departments, and instructors. This research uses multi-stage sampling. Finding the key informants by using purposive sampling. There are the experts from an interview, the experts from a focus group, and experts from a quality assessment. The research instruments are 1) in-depth interviews, 2) questionnaires, and 3) quality assessment. Data are analyzed by using Percentage, Mean, Standard Deviation, and statistics to find PNI (Priority Needs Index).

The results of the study were as follows: 1) There are four components of 21st-century teacher competency: Cultural Understanding and Diversity, Technological Ability, Educational Networking, and Learning Promotion and Management. 2) The results of studying the current conditions, desired conditions, and what’s needed for developing teacher competency in the 21^st century, The most needed competency is Educational Networking. The needs were as follows respectively: Technological Ability, Learning Promotion and Management, and Cultural Understanding and Diversity. 3) Reinforcement Program Development for Teacher Competency in the 21^st century has feasibility standards, property standards, accuracy standards, and utility standards which are at the consideration level.