The Development of indicators of Professional Teacher characteristics of New Graduates Faculty of Education Ramkhamhaeng University

Abstract

Teachers are extremely important personnel in educational development. Teachers are therefore the givers of knowledge and the ones who train and teach their students to be individuals who are capable of knowledge along with morality. Therefore, the characteristics of a good teacher must have more knowledge, ability, and professional knowledge. There is innovation in teaching and learning for students to gain skills in various fields and understand the direction of educational development to develop the professional competencies of new graduates as teachers. The purpose of this research was to develop indicators of professional competence characteristics in new teacher graduates of the faculty of education, Ramkhamhaeng University and to analyze components of the indicators of professional competence characteristics in new teacher graduates of the faculty of education, Ramkhamhaeng University. The study employed a mixed-method approach, including quantitative and qualitative methods. The study was divided into two phases. Phrase one was conducted by using the qualitative method. The research instrument used in phrase 1 was an interview form for 7 qualified people. In phase 2, the quantitative method was used to gather data. The assessment form of indicators’ components of teacher’s professional competence characteristics used as an instrument in this phrase was a 5-point scale assessment form. The statistic was used to analyze is statistical process of the frequency distributions, median, interquartile range, percentage, mean, standard deviation, and coefficient of correlation by Exploratory Factor Analysis: EFA. The results show that there are 60 indicators for new teacher graduates’ professional competence characteristics and to synthesize information by using content analysis. All the indicators were analyzed by qualified people to examine correlation and appropriateness and to reduce the overlapping of the content between the indicators. As a result, 48 indicators were created with 5 components. The first component is teacher disposition which consists of 18 indicators. The second component is knowledge and skills development which consists of 19 indicators. The third component is various learning management systems which contain 9 indicators. The fourth component is community relations which contains 1 indicator. The fifth component is digital literacy which contains 1 indicator. The factor loading of all the components was analyzed theoretically.