The Need Assessment for Developing Assumption College Sriracha Teachers Based On the Concept of the Montfortian Education Charter

Abstract

This descriptive study aimed to assess the development needs of teachers at Assumption Sriracha College based on the principles of the Montfort Education Charter. The study population consisted of a total of 141 individuals, including school directors and teachers. Data was collected using a 5-point rating scale questionnaire, and the quality of the questionnaire was assessed for validity through the Item-Objective Congruence (IOC) method. Data analysis employed mean scores, standard deviations, and the Modified Priority Need Index (PNI_Modified).

The research findings indicate that the current state of teacher development at Assumption Sriracha College, based on the principles of the Montfort Education Charter, is generally at a high level (= 3.70, SD = 0.81). When considering each aspect, the highest-rated aspect was 'Partnership and Networking' (= 4.30, SD = 0.60), while the lowest-rated aspect was 'Innovation and Creativity' (= 3.20 , SD = 1.08). The desirable conditions for developing Assumption Sriracha College Teachers Development based on the concept of Montfort Education Charter, in overall, was at the highest level (= 4.49, SD = 0.57), Among specific aspects, "The Best Interests of the Child" received the highest average rating (= 4.60, SD = 0.52), while "A Spiritual Vision" received the lowest average rating (= 4.25 , SD = 0.64). The overall Priority Need Index was calculated as 0.21 (PNI_Modified = 0.21). When examining individual items within the Montfort Education Charter, the highest priority need was identified in the 'Innovation and Creativity' category (PNI_Modified = 0.40), followed by 'Inclusive Education' (PNI_Modified = 0.30), ‘The Best Interests of the Child’ (PNI_Modified = 0.30), and ‘Quest for Excellence’ (PNI_Modified = 0.30).