The Current States and Guideline to Enhance Teacher’s Research Ability in School of the Deaf in Northeastern Region

Abstract

     This research aimed to 1) study the current states of teacher’s research ability in school for the deaf in northeastern region and 2) study the guideline to enhance teacher’s research ability. This research was mixed method research, consists of quantitative research and qualitative research. Samples were 142 teachers and 10 experts. Tools were a research knowledge test form, questionnaire of current states for teacher’s research ability and in-depth interview form for the guideline to enhance teacher’s research ability. The quantitative data were analyzed by basic statistics such as mean and standard deviation and qualitative data were analyzed by content analysis. The research findings were as follows: 1. The current states of teacher’s research ability were found that research ability of teachers in knowledge equals 42.70 percent of the full scores, which was 60 percent lower than the criteria set by the researchers, with an average of 21.35 and the standard deviation of 7.07. The research ability of teachers in skills was at a medium level with an average of 3.32 and a standard deviation of .609 and teachers' research ability in characteristics was at a high level with an average of 3.96 and a standard deviation of .73. 2.  The guidelines for enhancing research ability included 2 principles. The first one was the principle of management to enhance teacher’s research ability which consisted of 7 guidelines which were (1) Establishing a network of cooperation between schools and higher education institutions, (2) Team building and research mentor system for teachers, (3) Creating strategies for teachers to be motivated to conduct research,(4) Applying the 5W2H management principles to plan the research ability development of teachers, (5) Creating a short-term research training course, (6) Providing knowledge to teachers by experts and (7) Setting the online research clinic for consulting clinic to teachers. The second one was the principle of teacher’s research ability development which consisted of 5 guidelines which were (1) Organizing workshops focusing on real hands-on practice, (2) The PLC (Professional Learning Community) was used to drive the research output of teachers. (3) The activities to promote the research learning process for teachers, (4) Research consulting by research experts and (5) Supervision monitoring and evaluation of teacher research by the school internal supervision system.