dc.description.abstract |
This research aimed 1) to assess the
needs for teacher development in secondary
schools affiliated to Secondary Educational
Service Area Office 32, Buriram Province; 2)
to study the state of teacher development in
secondary schools; 3) to develop the training
packages for teacher development in secondary
schools; and 4) to propose guideline for the
teacher development in secondary schools.
The population included 3,027 personnel in
the secondary schools. The sample consisted
of 304 personnel in secondary schools,
derived through Krejcie and Morgan’s
Sample-size Table and the simple random
sampling technique, 32 personnel and 5
experts in curriculum and training. The
instruments used in this research were the
needs assessment and the questionnaire with
the reliability of 0.9828 and 0.9831 respectively ;
the training packages for secondary school
teachers with the efficiency of E1/E2 =
80.32/83.65; and the assessment of the
satisfaction in the training packages, and the
assessment of the appropriateness of the
teacher development in secondary schools.
The statistics used for analyzing the data
were percentage, mean, standard deviation
and t-test. The main research findings were
summarized as follows:
1. The needs for teacher development
in secondary schools affiliated to Secondary
Educational Service Area Office 32,
as perceived by the personnel included four
aspects, namely school curriculum development,
learning process development, learning measurement
and evaluation, and research for
educational quality development. It was also
found that the needs for teacher development
as a whole and individually were at the high
level, except in the research for educational
quality development aspect it was found at
the moderate level.
2. The state of teacher development
in secondary schools as perceived by the
personnel as a whole and individually was
at the high level, except in the research for
educational quality development aspect, it
was found at the moderate level.
3. The training packages for teacher
development in secondary schools, constructed
by the researcher had the efficiency of E1/E2
= 80.32/83.65, which was higher than the
criterion of E1/E2 = 80/80. The pretest and
posttest learning achievements were found
with statistically significant difference at level
of .01. In addition, it was also found that the
participants taking part in training had the
satisfaction towards the implementation
of the training packages as a whole and
individually at the high level.
4. The teacher development in
secondary schools had 8 steps : 1) to study
relevant basic data and documents, 2) to
construct the assessment of needs and
the questionnaire on the current teacher
development condition, 3) to analyze the
data from the assessment and the questionnaire,
4) to construct the training packages, 5) to
calculate the efficiency of the training
packages, 6) to implement the training
packages, 7) to evaluate the training
packages, and 8) to report on the training for
further implementation. |
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