Factors affecting teacher’s competencies in the 21st century learning skills of Buddhist temple charity school under the office of the primary education commision

Abstract

The purposes of the current study
were 1) to investigate learners’ skills in
the 21st century of Buddhism’s Charitable
Schools under the Office of the Private
Education Commission, and 2) to study
teacher’s competencies affecting learners’
skills in the 21st century of Buddhism’s
Charitable Schools under the Office of the
Private Education Commission. Samples
were 170 teachers of Buddhism’s Charitable Schools under the Office of the Private
Education Commission in academic year
2563. Research instruments were: 1) the
questionnaire of learners’ skills in the 21st
century, 2) the questionnaire of teacher’s
learning management, 3) the questionnaire
of teacher’s learner development,
4) the questionnaire of teacher’s classroom
management, 5) the questionnaire of analysis,
synthesis, and research of the teacher, and
6) the questionnaire of establishing teachercommunity relationships. Data were analyzed
through Mean, Standard Deviation (S.D.),
Multiple Regression, and Path Analysis with
LISREL (PAL). Results indicated that 1) learners’
skills in the 21st century of Buddhism’s
Charitable Schools under the Office of the
Private Education Commission were at a
moderate level, and 2) teacher’s competencies affected learners’ skills in the 21stcentury in the following aspects: learner

development, learning management, and
classroom management. These three competencies were able to predict fluctuations
of learners’ skills in the 21st century at 83.40
percent with statistical significance = .01.