Needs assessment on Self-Development for STEM educational learning management of primary school teachers under Sakonnakhon primary educational service area office 2

Abstract

The purposes of this research were 1) to study and rank the teacher’s needs for self-learning in STEM education; 2) to compare the needs according to STEM education training and work experiences; 3) to provide the guidelines for self-development of teachers. Three hundred fifty-three teachers in Sakonnakhon primary educational service area office 2 were sampled to answer the questionnaires. Eight educational supervisors and teachers were sampled for the interviews. Data analyses include t-test, Modified Priority Needs Index (PNI_Modified) and content analysis method.

The results were as follows:

1. The overall and various aspect means, for both actual and expected situations, were different at 0.05 level of significance. The five aspect of needs were: 1) integrating learning contents and engineering design processes; 2) problem-based learning; 3) project-based learning; 4) child-centered learning; and 5) authentic assessment respectively.
2. The teachers with different experiences in STEM education training and work experiences had different needs at 0.05 level of significance.
3. The self-development guides for teachers include curiosity for learning, training on 5 topics at least once a year, updating their knowledge to incorporate into the curriculum, exchanging their knowledge with colleagues, and planning activities with their students.