ความต้องการจำเป็นในการพัฒนาครูโรงเรียนเตรียมอุดมศึกษาตามแนวคิด การรับรู้ความสามารถของตนเองของครู

Abstract

Abstract

The purpose of this research is to analyze the conditions and needs for developing Triamudom Suksa School based on perceived teacher’s self efficacy by using the teacher’s self efficacy tool framework. The sample comprised 135 teachers at Triamudom Suksa School. The research found that perceived teacher’s self efficacy at Triamudom Suksa School comprised three elements: efficacy in classroom management, efficacy in instructional strategies and efficacy in student engagement. All elements were perceived to be at the high level. Efficacy in instructional strategies had the highest average, followed by efficacy in student engagement and efficacy in classroom management. For the importance of developing Triamudom Suksa School based on perceived teacher’s self efficacy, all elements of the importance were at the highest level, with the efficacy in classroom management being the highest, followed by efficacy in student engagement and efficacy in instructional strategies. The knowledge of research can be developed to improve the teachers at Triamudom Suksa School. The teachers will be developed appropriately and this will result in students continuing to develop.