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The objectives of this research were to analyze factors and indicators for teachers’ roles to promote lifelong learning skills of students at the basic education level in Thailand, to analyze the relational model of factors and indicators, and to validate the consistency of model with empirical data. This study used Two-Stage Sampling for selecting teachers who got Teacher Awards 2011. The first group was 550 sample teachers for Exploratory Factor Analysis. The second group was 550 sample teachers for testing the relational model analysis and the validity of model consistency through LISREL. The research instruments included the questionnaire about factors and indicators for teachers’ roles to promote lifelong learning skills. The findings of this study showed that there were five factors and 40 indicators: instruction consisted of 11 indicators; support & reinforcement for active learning had 11 indicators, teacher attributes had 9 indicators; monitoring, inspection and assessment had 5 indicators; and classroom management consisted of 4 indicators. All factors could explain 58.38% of the variance in observed variables. The relational model was consistent with empirical data. Instruction was factors directly influencing lifelong learning skills. Support & reinforcement for active learning, teacher attributes, monitoring, inspection and assessment and class management were factors indirectly influencing lifelong learning skills.
Keywords: factors and indicators of teacher’s roles, promote lifelong learning skills, basic education level in Thailand
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