Development of Administration Model to Promote Teacher Professionalism in Managing Learning in the New Educational Era for Small Primary Schools

Abstract

          This research aimed to: 1) develop an administration model to promote teacher professionalism in managing learning in the new educational era; and 2) evaluate the developed administration model to promote teacher professionalism in managing learning in the new educational era. This research employed mixed methods. The study was divided into 2 phases. Phase 1 involved the development of administration model to promote teacher professionalism in managing learning in the new educational era. The informants consisted of 7 school administrators, education administrators, experts in school administration, and supervisors, obtained from purposive selection based on the set criteria. Data were collected by a semi-structured interview form and were analyzed by confirmatory factor analysis of administration to promote teacher professionalism. The sample group for questionnaire were 200 small primary schools. The questionnaire respondents consisted of school administrators, head of academic department, and teachers, totaling 600 participants, obtained from proportional stratified random sampling as distributed by region. Data were collected by a questionnaire. Statistics used for data analysis included frequency, percentage, mean, standard deviation, and confirmatory factor analysis. Phase 2 involved the evaluation of administration model to promote teacher professionalism for managing learning in the new educational era. Data were collected by a connoisseur seminar of school administrators, educational experts, teachers, and supervisors, totaling 9 persons, derived by purposive selection based on the set criteria. Data were analyzed by content analysis.

The research results showed that:

1. The administration model to promote teacher professionalism in managing learning in the new educational era consisted of 1) principles of the model; 2) goals and objectives of the model; 3) administration process to promote teacher professionalism for managing learning in the new educational era, including (1) planning for the development of manual for teacher professionalism in managing learning; (2) implementing the plan for developing teacher professionalism in managing learning; (3) following-up the plan for developing teacher professionalism in managing learning; and (4) measuring and evaluating the results of teacher professionalism development in managing learning; 4) model implementation, and 5) occurring results.


2. The administration model to promote teacher professionalism in managing learning in the new educational era was approved by consensus that it was accurate, appropriate, and feasible for practice.