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The purposes of this research were 1) to develop and verify the quality of measurement instrument for inspiring learning process of teachers in basic education; and 2) to analyze levels of latent class and develop evaluation criteria for inspiring learning process of teachers in basic education. The sample were 340 teachers in basic education from 6 regions in Thailand using multistage random sampling. Data were collected by measurement instrument for inspiring learning process of teachers. The data were then analyzed by content validity, discrimination, construct validity, and reliability. The research findings were as followed:
1. Measurement instrument for inspiring learning process of teachers in basic education was 5-point rating scale consisted of 7 dimensions (27 items): 1) Creating confidence in the learner (4 items), 2) Creating a learning atmosphere (5 items), 3) Creating learning motivation (4 items), 4) Awareness on the importance of learning (3 items), 5) Learning form a role model or good practice (3 items), 6) Favorite knowledge sharing (3 items), and 7) Positive reinforcement (5 items). It had content validity as examined by experts (IOC = .60 - 1.00). The discrimination ranged between .386 - .782 and reliability coefficients had .926. It also had construct validity as shown by the model fit with the empirical data (Chi-square (290, N = 340) = 329.965, p =.053, CFI = .987, TLI = .984, RMSEA = .026, SRMR = .040)
2. The analysis of latent class according to the inspiring learning process of teachers in basic education using latent class analysis. The results revealed that latent class could be divided into 4 groups as follow: 1) “Group of teacher which inspired at the beginning” (M = 3.201 – 3.500, SD = 0.284 - 0.530), 2) “Group of teacher which inspired in practicing level” (M = 3.857 – 3.918, SD = 0.388 - 0.588), 3) “Group of teacher which inspired in professional level” (M = 4.184 – 4.292, SD = 0.382 - 0.622), and 4) “Group of teacher which inspired in master level” (M = 4.663 – 4.807, SD = 0.287 - 0.364) and evaluation criteria that use the intersection of standard T scores. the values are as follows: (T = 40, M = 3.520 – 3.620; T = 50, M = 4.065 – 4.139; T = 60, M = 4.562 – 4.682)
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