Management Model for Developing Academic Competency of Secondary School Teacher in Bangkok Metropolis Emphasizing the Influence of Network Factor, Organizational Factor and Personal Factor

Abstract

This research aimed to : (1) Investigate the causal factors of teachers’academic competencies in secondary schools. (2) Explore models for developing teachers’academic competencies in secondary schools, and 3) Construct and evaluate an administrative model for developing teachers’ academic competencies in secondary schools. The sample consisted of 395 teachers selected through stratified random sampling. The research instruments included 16 rating scales, with reliability (α) .775 to .886. An administrative development model evaluation form was also utilized. The statistical methods employed comprised both descriptive and inferential statistics. Statistics for hypothesis testing involved t-tests, one-way ANOVA, multiple regression analysis, and path analysis. Research found that (1) The causal factors influencing academic competence of teachers in secondary schools were identified as network factors, organizational factors, and individual factors. These variable groups collectively explained 45.5% of the variance in teachers' academic competence. Key contributing variables included experiences gained through professional networks, academic support resources, communication within the network, collaborative team practices, and the presence of exemplary academic role models. (2) The development causal factors model of  teachers  competency in secondary schools was consistent with empirical data. and (3) The administrative model for developing teachers’ academic competence, as evaluated by experts, met the criteria for practical implementation.