The Study on Vocational Teachers’ Competency Development Needs of Vocational College in Bangkok Metropolitan Administration, The office of Vocational Education Commission

Abstract

The research objectives were to study on vocational teachers’ competency development needs, to compare vocational teachers” competency development between expected competency and actual competency, and to assess the recently vocational teachers’ competency development needs of vocational college in the Bangkok metropolitan administration. The samples were 378 government vocational teachers, selected by multi-stage random sampling from government vocational teachers at 17 colleges, in semester 2 of the educational year 2021, at the vocational college Bangkok metropolitan administration, with desired accuracy on margin of sampling error at .05 and confidence level at .99 (Gill; and Johnson, 2010, p.130). The instrument was the opinions on vocational teachers’ competency development questionnaire, 75 items in a five rating-scale, on actual and expected competency, with IOC = .75-1 and Cronbach’s alpha = .952. The statistics for data analysis were count, percent, mean, Standard Deviation, paired t-test, Kemerer and Schroder’s needs assessment formula (Pothisan 1983; cited in Paitoon, 1986, p.53).

The research results as follow:
1. The vocational teachers’ instruction competency was at a high in actual competency ( = 3.88), especially the core competency and the functional competency were at a high
( = 3.94, = 3.84, respectively) and at a high level in expected competency ( = 4.20), especially the core competency and the functional competency were at a high level ( = 4.20, = 4.20, respectively).
2. The expected competency in core competency and functional competency of the vocational teachers’ instruction competency were higher than actual competency with statistically significant at .05 level (df = 377, t = 7.103, p-value = .000 and df = 377, t = 9.393, p-value = .000)
3. The vocational teachers’ competency development needs in three core competency were the self-development, the working achievement motivation, and the service mind, respectively. The vocational teachers’ competency competences development needs in three functional competency were the analysis, synthesis and research, and development for students the relationship and collaborative-building witch community for learning management, and the classroom management, respectively.