EVALUATION OF THE TEACHER COMPETENCY DEVELOPMENT MODEL IN STUDENT DEVELOPMENT AND CLASSROOM MANAGEMENT IN SCHOOLS UNDER BORDER PATROL POLICE SUB DIVISION 43

Abstract

This research aims to pilot and evaluate competency development models in student development and classroom management in school under Border Patrol Police Sub Division 43. This research and development model involved a population of 131 teachers from 15 affiliated schools. A purposive sampling method was used to select 15 teachers as a sample group, with 2 teachers chosen for follow-up. The model was then evaluated by 10 experts. The instruments used were the competency development model and an evaluation form for usefulness and feasibility of implementation. Data was analyzed using mean and standard deviation. The research findings showed that after pilot training and follow-up, teachers were able to effectively apply the models in teaching and classroom management. They understood the principles of participation and were able to create a conducive learning environment. The evaluation of the models revealed that, in the student development aspect, the overall usefulness was at the highest level ( = 4.67, S.D. = 0.51), and the overall feasibility of implementation was also at the highest level ( = 4.64, S.D. = 0.54). Regarding classroom management, the usefulness... The overall effectiveness was rated at the highest level ( = 4.59, S.D. = 0.31), and the feasibility of implementation was also rated at a high level ( = 4.47, S.D. = 0.62). The research findings reflect that the developed competency development model is suitable for the context of Border Patrol Police schools and can be used as a guideline for developing teacher potential in educational institutions with similar contexts, such as schools in mountainous areas and island schools, in order to improve student quality and sustainable education management.