The Development of Model for Participatory Development of Teachers’ Competency In the Secondary School Office of Education Service Area 3

Abstract

The objectives of this research were: 1) to study the problems and needs for participatory development of teachers’ competency in the schools governed under the secondary educational service area 3; 2) to construct and examine the model for participatory development of teachers’ competency in the schools governed under the secondary educational service area 3; and 3) to evaluate the suitability and feasibility of the model for participatory development of teachers’ competency in the schools governed under the secondary educational service area 3. The research was conducted in three stages as following: Stage 1: studying the problems and needs for participatory development of teachers’ competency by using 235 administrators and teachers as samples, which were obtained by multi-stage sampling, and five-scale questionnaire with reliability of 0.94 as research instrument.  Data were analyzed for mean and standard deviation. Stage 2: constructing and examining the model for participatory development of teachers’ competency. A model development for participatory development of teachers’ competency was created and examined for the content validity and structural validity through focus group meetings of 13 professors. The research instrument was the records of group conversation and the data were analyzed by content analysis techniques. Stage 3: assessment of the model by gathering the opinions from 47 school administrators of the secondary educational service office area 3. The research instrument was an evaluation form for suitability and feasibility of the model, and the data were analyzed for mean and standard deviation. The results showed that 1) the problems of participatory development of teachers’ competency were at a moderate level, whereas the overall needs were at a high level; 2) The model for participatory development of teachers’ competency in the schools governed under the secondary educational service area 3 consisted of 2.1) principles and rationales, 2.2) objectives, 2.3) conceptual frameworks/theories, 2.4) development process that contained three competencies, including 2.4.1) 15 lists of practice for the knowledge of curriculum administration and learning management and the research for learners’ development, 2.4.2) 13 lists of practice for skills in achieving the teamwork performance and developing the students,  2.4.3) 11 lists of practice for attitudes towards teachers’ leadership regarding the relationship and cooperation, and 2.5) the benefits from this research; 3) The model for participatory development of teachers’ competency had overall suitability at high level (= 3.83) and its feasibility was also found to be at a high level (= 3.80) which was higher than the standard criteria at = 3.80.