Program Development for Enhancing Teachers’ Competencies in Technological Transfer to Learners in Community and Local Areas of the Colleges of Agriculture and Technology in the Northeast

Abstract

This research aims to: 1) study the current conditions, desired conditions, and essential needs of teacher competencies in transferring agricultural technology to students in the community and locality of Agricultural and Technology Colleges; 2) design and develop a program to enhance teacher competencies in transferring agricultural technology to students in the community and locality of Agricultural and Technology Colleges; 3) evaluate the program to enhance teacher competencies in transferring agricultural technology to students in the community and locality of Agricultural and Technology Colleges. This mixed-method research is conducted in three phases. The sample group consists of 180 individuals, including educational institution administrators, department heads, curriculum leaders, and responsible teachers for short-term vocational courses at Agricultural and Technology Colleges under the Northeastern Agricultural Vocational Education Institute. The sampling method used is multi-stage sampling. The research instrument is a 5-point Likert scale questionnaire with a content validity index (IOC) between 0.8-1.00 and a reliability coefficient by Cronbach's alpha of 0.95. The statistics used in the research include percentage, mean, standard deviation, and the Priority Needs Index (PNI) modified.

The research findings revealed that:

1.The current competencies of teachers in transferring agricultural technology to students in the community and locality are at a moderate level overall. The desired conditions have the highest average rating overall. The needs for teacher competency development are ranked from highest to lowest as follows: (1) curriculum management and learning management, (2) analysis, synthesis, and research for student development, (3) learning measurement and evaluation, (4) classroom management, (5) educational innovation and information technology development, (6) self-development and lifelong learning, and (7) ethics and professional teacher conduct. 2.The competency enhancement program consists of (1) principles, (2) objectives, (3) content, (4) implementation steps, and (5) program evaluation. and 3. The results of the program evaluation in terms of appropriateness, feasibility, and usefulness are at the highest level in all three aspects.