COMMUNICATIVE ENGLISH LEARNING MANAGEMENT COMPETENCY LEVEL OF THE LOWER SECONDARY SCHOOL ASSISTANT TEACHERS IN THAILAND
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Abstract
The objectives of this research were to 1) develop the competency framework, 2) develop a competency assessment instrument, and 3) explore the competency levels of communicative English learning management of the lower secondary school assistant teachers. The research process was divided into 3 phases: 1) develop the framework from documentary studies and interviews with 7 English expert teachers selected by Snowball sampling, 2) develop an assessment instrument by creating an evaluation form in Behavioral Anchored Rating Scale (BARS), and 3) explore the competency levels of 441 assistance teachers through multi-stage random sampling. Data were analyzed by using content analysis, descriptive statistics such as variable’s mean, standard deviation and frequency, IOC, and reliability coefficient.
The findings were: 1) the framework comprised of five sub-competencies; namely, (1) learner analysis competency (2) lesson plan creation competency (3) technology incorporation competency (4) learner centered classroom management competency and (5) learner assessment competency by high quality level with the IOC index between 0.60 - 1.00, 2) the competency evaluation form consisted of 5 levels which criteria of each level were suitable by high quality level with the IOC index between 0.60 - 1.00 and the reliability between raters was high at 0.885 with Intraclass Correlation Coefficient (ICC), and 3) most of assistant teachers attained level 2 out of 5 levels in learner analysis competency (86.2%), lesson plan creation competency (88.4%), learner assessment competency (75.7%); level 3 in learner centered classroom management competency (67.6%) and level 4 in technology incorporation competency (74.1%).
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