Developing a Competency Model for Early Childhood Teachers in the Digital Age of Schools under the Foundation of the Church of Christ in Thailand

Abstract

The purposes of this research article were 1) to study the competencies of early childhood teachers; 2) to study development guidelines; 3) to develop a model; and 4) to evaluate the competency model for early childhood teachers in the digital age of educational institutions under the Foundation of the Church of Christ in Thailand. The research was conducted using a research and development approach, divided into four stages, namely 1) studying the competencies of early childhood teachers by analyzing documents, textbooks, research, and the level of competencies of early childhood teachers in the digital age. The research group consisted of 81 participants. The research instrument was a 5-level scale questionnaire with a reliability coefficient of 0.95. Data was analyzed using percentages, mean, and standard deviations; 2) studying competency development guidelines through interviews with best practices; 3) developing the model through focus group discussions with 11 participants. The research instrument was a focus group discussion recording form. Data was analyzed using content analysis, and the accuracy and suitability of the model and manual were verified through expert-based seminars with 9 participants. The research instrument was an evaluation form. Data was analyzed using mean and standard deviations; 4) evaluating the feasibility and usefulness with the 81 participants. Data was analyzed using mean and standard deviations. The overall research results were at the highest level in all aspects, nqmely 1) early childhood teacher competencies had 6 components: teacher professional development, curriculum and experience management, classroom management, child promotion and development, community relations, and instilling Christian morals and ethics. The area that needed development was community relations; 2) interview results showed that teacher professional development should involve exchanging knowledge on the use of technology; curriculum and experience management should incorporate innovative media; classroom management should create a conducive learning environment; child promotion and development should utilize media to foster creativity; and community relations should promote community participation and instill Christian morals and ethics to cultivate good citizens in children; 3) the development of the model and manual, consisting of principles, objectives, processes, mechanisms, and conditions for success, was at the highest level of accuracy and appropriateness; 4) the evaluation of the model and manual showed a high level of feasibility and usefulness.