The Causal Factor Model of the Learning Management Ability in Competency-Based Language Learning of Elementary School Teachers Under the Amnat Charoen Primary Educational Service Area Office
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This study aimed to develop and validate the consistency of a causal model of primary school teachers’ competency-based language instruction effectiveness under the Office of Amnat Charoen Primary Educational Service Area, and to examine the direct and indirect influences of factors affecting such effectiveness. The sample consisted of 252 primary school English teachers selected through appropriate statistical sampling methods for structural equation modeling analysis. A questionnaire on factors influencing teachers’ competency-based language instruction effectiveness was used as the research instrument. Data were analyzed using descriptive statistics, Pearson’s correlation, confirmatory factor analysis, and structural equation modeling with MPlus. The findings revealed that the overall level of instructional effectiveness was high (x̄ = 4.50, S.D. = 0.50), particularly in aspects of teaching commitment and promoting student success. The overall causal factors were rated at high to very high levels, such as work motivation (x̄ = 4.74) and professional attitude (x̄ = 4.58). The proposed causal model demonstrated a good fit with empirical data (χ²/df = 1.614, CFI = 0.989, RMSEA = 0.049). The most influential direct factors were teachers’ instructional behavior (BEH) (0.478), work motivation (MOT) (0.379), and classroom environment (ENV) (0.249). Some variables had indirect effects through mediators; for instance, teachers’ academic competence (ACA) influenced instructional effectiveness through teaching behavior (BEH) and classroom environment (ENV).
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