The Guidelines for Teacher Development on Classroom Research in Small-Sized Schools under the KhonKaen Primary Educational Service Area Office 1

Abstract

The objective of this research was to create the guidelines for teacher development on classroom research in small-sized schools under the KhonKaen primary educational service area office 1. The research was conducted in 4 steps as follows : Step 1, drafting the guidelines for teacher development on classroom research in small-sized schools; Step 2, development of the guidelines for teacher development on classroom research in small-sized schools; Step 3, appropriateness assessment of the guidelines for teacher development on classroom research in small-sized schools; and Step 4, conclusion. The objective of this research was to create the guidelines for teacher development on classroom research in small-sized schools under the KhonKaen primary educational service area office 1. The research was conducted in 4 steps as follows : Step 1, drafting the guidelines for teacher development on classroom research in small-sized schools; Step 2, development of the guidelines for teacher development on classroom research in small-sized schools; Step 3, appropriateness assessment of the guidelines for teacher development on classroom research in small-sized schools; and Step 4, conclusion. 

The research samples consisted of the following: 1) teacher functioning in small-sized education institutions under the KhonKaen primary educational service area office 1. The research instrument was a survey questionnaire inquiring about the practice, the problems and the needs for doing classroom research. 2) The target group of teachers at Baan Laona-ngam School, under the KhonKaen primary educational service area office 1. Instruments for data collection, i.e. a. test set to measure knowledge and understanding, attitudes assessment form, satisfaction assessment form; Basic statistics of mean, percentage and standard deviation were used to analyze the data. The research findings were as follows: The guidelines for teacher development on classroom research in small-sized schools under the KhonKaen primary educational service area office 1. There are 3 important factors. Factor 1: teacher development in classroom research has 3 principles. Principle 1: personnel development, Principle 2: participation, Principle 3: development of the work quality. Factor 2: development process of teacher research in doing classroom has 4 steps. Step 1: preparation, Step 2: development, Step 3: assessment after progress, Step 4: summarize and reflect the results of the progress. Factor 3: efficiency development personnel are 3 aspects. Aspect 1: achieve development results, Aspect 2: the student has higher learning achievement, and Aspect 3: the teacher has the following satisfaction of the model teacher development in doing classroom research.