The Relationship Between Teachers’ Competency and Academic Performance of Teachers in the 21st Century in Klong Sam Wa District Schools Under Bangkok Metropolitan Administration

Abstract

This research aimed to: 1) study the competencies of teachers in Klong Sam Wa District schools under the Bangkok Metropolitan Administration, 2) examine the academic performance of teachers in the 21^st century in these schools, and 3) explore the relationship between teacher competencies and academic performance in the 21^st century. The sample consisted of 253 teachers selected using stratified random sampling. The research employed a five-point Likert scale questionnaire with content validity (IOC = .67–1.0) and reliability (α = 0.98). Data were analyzed using frequency, percentage, mean, standard deviation, and Pearson’s correlation coefficient. The findings revealed that: 1) teacher competencies were rated at a high level overall and across all dimensions, with the highest mean score for ethics and professional code of conduct and the lowest for self-development; 2) academic performance in the 21^st century was also rated at a high level overall, with the highest mean score for learning process development and the lowest for developing educational media, innovations, and technology; and 3) the relationship between teacher competencies and academic performance in the 21st century was moderately high and positively correlated, with a statistically significant correlation coefficient (r = .797, p < .01).