GUIDELINES FOR THE COMPETENCE DEVELOPMENT OF EARLY CHILDHOOD EDUCATION TEACHERS IN SCHOOLS UNDER SURIN PRIMARY EDUCATIONAL SERVICE AREA 3

Abstract

The purposes of this research were to: 1) study the factors of competency among early childhood education teachers in schools under Surin Primary Educational Service Area 3 2) study the needs towards the competency among early childhood education teachers in schools under Surin Primary Educational Service Area 3 3) construct some guidelines on the competency development of early childhood education teachers in schools under Surin Primary Educational Service Area 3. The sample consists of school administers or a person acting as school director and early childhood education teachers under Surin Primary Educational Service Area 3. The multi-stage random sampling was used to choose the sample of the study based on the school size and sampling method from Krejcie and Morgan. The sample of this research was 144 school administrators and 211 early childhood education teachers. The Data acquisition instrument was the questionnaires. The data were analyzed by percentage, means, standard deviation and priority needs index.The finding of this research  were as follows: 1) The study of the competency factors of early childhood teacher in schools under the Surin Primary Education Service Area Office 3. the result consisted of 5 factors. 2) The needs of the competency development of early childhood teachers were sorted by the first need to the last need as follows: 1) Classroom management 2) Curriculum administration and Learning experience arrangement 3) Community relation and Community cooperation for learning management 4) Self-development 5) Ethics and code of ethics of teaching profession  3) Guidelines for the competency development of early childhood teachers in schools under Surin Primary Educational Service Area Office 3, there were development guidelines as follows: 1) Guidelines for Classroom management were assigning duties to personnel or responsible person, learners were involved in supervising the class and setting rules for the class by positive discipline creating in class. 2) Guidelines for Curriculum administration and Learning experience arrangement were recognizing of early childhood teacher for the importance of curriculum, curriculum analysis and learning management by Active Learning. 3) Guideline for Community relation and Community cooperation for learning management was the cooperation between early childhood teachers and parents for knowledge sharing to improve the learning experience arrangement for promotion the development and learning of child. 4) Guidelines for Self-development were attending the meeting, consultation and knowledge sharing for finding the guidelines to develop the learning experience arrangement. 5) Guideline for Ethics and code of ethics of teaching profession was compliance with the principles of self-domination, people domination and work domination for operation achievement.