A COMPETENCIES DEVELOPMENT MODEL OF NOVICE TEACHER IN 21ST CENTURY BASED ON SCHOOL AS LEARNING ORGANIZATION รูปแบบการพัฒนาสมรรถนะครูใหม่ในศตวรรษที่ 21 ตามแนวคิดโรงเรียนเป็นองค์การแห่งการเรียนรู้

Abstract

The purpose of this study was to construct a competencies model of novice teachers in the 21st century based on school as a learning organization. There were 3 steps followed in the construction of the model: First, the samples by using multi-stage sampling which consisted of 312 novice teachers, 279 mentors and 286 school directors completed a needs assessment form, and the data were analyzed using average and standard deviation. In the second step, 8 experts constructed and verified the competencies model of novice teachers in the 21st century based on the data collected in step one. Finally, the model, that was developed, was evaluated by 291 School Directors of schools under the Office of the Basic Education Commission.
The instrument aimed at the possibility and the usefulness of the model. An average and standard deviation were also used to analyze the obtained data. Results of the study showed that the 15 competencies, needed by novice teachers in the 21st century based on school as a learning organization, were as follows: 1) three core competencies consisting of teamwork, self-development and teacher’s ethics and integrity, 2) five functional competencies consisting of learning management, student development, classroom management, teacher leadership and relationship and collaborative-building for learning management, and 3) seven personal competencies consisting of emotional intelligence, social intelligence, cross-cultural competency, media and ICT literacy, critical thinking and problem solving, creativity and content knowledge. These competencies were grouped into 3 levels: organization level, group level and individual level. Five development steps consisted of 1) needs assessment, 2) objectives for development, 3) development procedures, 4) guidelines for development, and 5) assessment. Based on school as a learning organization, school directors, under the Office of the Basic Education Commission, believed that the possibility and
the usefulness of the model are at the highest level.