Causal Relationship of Learning Management Preparations for Taking New Teaching Positions in Southern Border Provinces of Pre-Service Teachers of Prince of Songkla University, Thailand
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Abstract
This study was aimed at analyzing the causal relationship of learning management preparations for the new teaching positions among pre-service teachers in the southern boarder provinces of Thailand.The data was collected through a five-point scale questionnaire on the preparedness of pre-service teachers for assuming a teaching position in the area. The research sample consisted of first-year to fifth-year students from the Faculty of Education and the Faculty of Islamic Studies at Prince of Songkla University, Pattani Campus, during the academic year 2019, totaling 299 individuals. The questionnaire included three sections, namely, general information, preparations for becoming a new teacher in the southern border provinces and the causal relationship of the preparations for assuming a teaching position. The data underwent the partial least squares structural equation modeling (PLS-SEM) technique to estimate paths of the relationships. It was found that according to the coefficient of determination (R2), all six embedded variables could explain 31.60% of the variation in the dependent variable. The hypothesis testing of the structural equation model identified three statistically significant factors positively influencing the preparedness of pre-service teachers: the quality of university curriculum, motivation for assuming a teaching profession, and the roles of public sector organizations. The results of this study can provide policy and pedagogical implications for the enhanced quality of university curriculum which promotes the transmission of content knowledge and the ability to integrate appropriate pedagogical strategies with the local contexts.
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หากผู้เสนอบทความมีความจำเป็นเร่งด่วนในการตีพิมพ์โปรดส่งลงตีพิมพ์ในวารสารฉบับอื่นแทน โดยกองบรรณาธิการจะไม่รับบทความหากผู้เสนอบทความไม่ปฏิบัติตามเงื่อนไขและขั้นตอนที่กำหนดอย่างเคร่งครัด ข้อมูลของเนื้อหาในบทความถือเป็นลิขสิทธิ์ของ Journal of Inclusive and Innovative Education คณะศึกษาศาสตร์ มหาวิทยาลัยเชียงใหม่
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