A Model Framework for Enhancing Twenty-First Century Competencies in Primary School Teachers within Northeastern Thailand's Sub-Area
Abstract
This study investigated the development of twenty-first-century competencies among primary school teachers in Thailand's sub-northeastern region. The research aimed to achieve three primary objectives: 1) assess the specific needs for enhancing teachers' twenty-first-century competencies in the sub-northeastern Thailand region; 2) construct a model designed to establish teachers' twenty-first-century competencies within this context; and 3) implement and evaluate the effectiveness of the developed model. The study's participants consisted of 390 teachers from the sub-northeastern region who were selected by a formula-based approach for the needs analysis, five experts for model evaluation selected by means of purposive sampling, and 30 teachers selected by purposive sampling for model implementation. To gather data, various instruments were employed, including a questionnaire to assess the needs for enhancing teachers' twenty-first-century competencies in the sub-northeastern Thailand region, a model evaluation form, a model for the development of teachers' twenty-first-century competencies in the sub-northeastern Thailand region, a twenty-first-century competencies evaluation form, and a satisfaction questionnaire. Data analysis involved mean scores, standard deviations, priority need indexes, medians and interquartile ranges. The results of this comprehensive study shed light on the specific competencies required by teachers in the twenty-first century, serving as a valuable resource for educators and policymakers alike in their ongoing efforts to improve education quality.
https://doi.org/10.26803/ijlter.23.1.6
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