MODEL OF TEACHER COMPETENCY DEVELOPMENT IN THE TEACHER IN 21st CENTURY THE SCHOOL UNDER THE SECONDARY EDUCATIONALSERVICE AREA TRANG KRABI

Abstract

This research aimed to study the current 1) Study the current desirable conditions and the desired conditions of teacher competency development in the 21st century 2) Developing a model for developing teacher competence in the 21st century and 3) Examining the model for developing teacher competence in the 21st century by mixed methods research, collecting quantitative data 327 people involved which were Stratified Random Sampling. Qualitative data were collected from 24 experts, and academics. Research tools include questionnaires, interviews, expert-based seminars. Quantitative data were analyzed using percentages, means, and standard deviations and Modified Priority Need Index (PNI _modified) and Qualitative data analysis by content analysis, The research results concluded that: 1) Overall current condition is at a high level core competence group ( = 3.96 SD = 0.81) competence in the line of work group, ( = 2.83, SD = 058) personal competence group. ( = 3.44, SD = 059) desirable conditions core competence group ( = 4.66 SD=0.57) competence in the line of work group, ( = 4.54, SD = 0.52) personal competence group ( = 4.57, SD = 0.49) The desired conditions are at the highest level. core competence group 0.81 competence in the line of work group 0.75 personal competence group 0.58
2) Development of a model for developing teacher competence in the 21st century in educational institutions under the Trang-Krabi Secondary Educational Service Area Office consists of 5 components: 1) principles and concepts, 2) objectives, 3) development processes, 4) outcomes, and 5) model evaluation guidelines. and 3) The results of the overall examination of the model it was found that the correctness, appropriateness, feasibility, and usefulness were at the highest level.