Developing the result-based performance competency of teachers in Welfare School

Abstract

The objectives of the research were: 1) to study the components and indicators of the achievement competency of the teachers in the welfare schools; 2) to examine the current and desirable states and the needs on the methods to develop the achievement competency of the teachers in Welfare School; 3) to develop the achievement competency of the teachers in Welfare School. The research and development were divided into three phases. Phase one synthesized the components and indicators of the achievement competency in the performance of the teachers based on document study and analyzed confirmatory components and indicators to analysis evaluated suitability by 7 experts. Phase two examined the current and desirable states and the needs for the development in the performance of the teachers 340 teachers of the welfare schools. The samples were by using stratified random sampling.  The research instruments were an evaluation form, a questionnaire on the current and desirable states, An evaluation form for the program. Statistics used in data analysis were mean and standard deviation. Phase three outlines the program to develop the achievement competency by interview and study visit report.The objectives of the research were: 1) to study the components and indicators of the achievement competency of the teachers in the welfare schools; 2) to examine the current and desirable states and the needs on the methods to develop the achievement competency of the teachers in Welfare School; 3) to develop the achievement competency of the teachers in Welfare School. The research and development were divided into three phases. Phase one synthesized the components and indicators of the achievement competency in the performance of the teachers based on document study and analyzed confirmatory components and indicators to analysis evaluated suitability by 7 experts. Phase two examined the current and desirable states and the needs for the development in the performance of the teachers 340 teachers of the welfare schools. The samples were by using stratified random sampling.  The research instruments were an evaluation form, a questionnaire on the current and desirable states, An evaluation form for the program. Statistics used in data analysis were mean and standard deviation. Phase three outlines the program to develop the achievement competency by interview and study visit report.
The research findings were as follows: 
1. The components and indicators of the achievement competency in the performance of the teachers in the welfare schools were categorized into six: determination in performance, creativity, search for information, flexibility, development in the performance and evaluation. 
2. The current and desirable states and the needs for the methods to develop the achievement potential in the performance of the teachers in the welfare schools study were at the highest level. The desirable states were overall at the highest level. 
3. The development of the achievement competency of the teachers in the welfare schools consisted of the following components: rationale, objectives, content, model and methods, program structure, application and evaluation. It consisted of 6 modules: determination in the performance, creativity, search for information, flexibility, development in the performance, and evaluation of the performance.