Development Of Innovative Thinking Skills Indicators For Secondary School Teachers Under The Office Of The Basic Education Commission In The Central Region : Testing Measurement Invariance By Working Experience

Abstract

The objectives of this research were to 1) development of innovative thinking skills indicators for secondary school teachers. 2) to examine the consistency of innovative thinking skills indicators model for teachers with empirical data. 3) test the invariance of the innovative thinking skills indicator model for teachers between different teacher work experiences. The research was carried out in two steps : The first step was to study relevant documents and research to determine the conceptual framework for innovative thinking skills and interview 9 experts. The tool used was a structured interview and data analysis was done through content analysis. Step 2 checking the consistency of the innovative thinking skills model for teachers with empirical data and testing the invariance of the innovative thinking skills indicator model between groups with work experience from 10 years up and a group with less than 10 years of work experience. The sample group was secondary school teachers under the office of the basic education commission in the central region, totaling 810 people from multistage randomization. The data collected by 5 rating scale which was developed in this research. Data were analyzed by using descriptive statistics and reference statistics (mean, S.D., C.V., skewness and kurtosis) and Pearson’s correlation. Second order confirmatory factor analysis and multiple group structural equation model analysis by LISREL.

The result showed as follows

1. Innovative thinking skills for secondary school teachers consists of five components and fifteen indicators; The first element is paying attention consists of observant, see the problem and thinking differently. Component 2 Imaging consists of good communication skills, Complex data management and create a concept.Component 3 Collaborate consists of good communication skills, Complex data management and create a concept. Component 4 Experimenting consists of experimenter, problem solver and knowledge summarization process. Component 5 Elaboration and Association thinking consists of meticulousness, associative skills and ability to interpret. 

2.Innovative thinking skills indicator model for teachers founded that the model fit the empirical data (chi-square = 69.611, df = 54, p = .075, GFI = .989, AGFI = .975 RMR = .005, RMSEA = .019) 3. Innovative thinking skills indicator model for teachers there was invariance in the model style between the different groups. But there is variation in the component weights of each indicator.