The Development of Competency in Creating 21st Century Learning Innovations for Mathematics Teachers Using the Collaborative Professional Development Supervision Model
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Abstract
This research aimed to create and develop, as well as assess the quality of, a supervisory manual: "The Development of 21st-Century Learning Innovation for Mathematics Teachers," using the Collaborative Professional Development Supervision Model. The objectives were to study the outcomes of improving the competency of mathematics teachers in developing 21st-century learning innovations through this model and to evaluate their satisfaction with the model. The sample group consisted of 30 mathematics teachers from schools under the jurisdiction of the Office of the Roi Et Primary Educational Service Area 3 during the academic years 2020–2021, who were also members of the Mathematics Teachers Club. They were selected using purposive sampling from those who voluntarily participated in the development of 21st-century learning innovations. The research tools included: The supervisory manual: "The Development of 21st-Century Learning Innovation for Mathematics Teachers," using the Collaborative Professional Development Supervision Model. A test to assess knowledge and understanding of developing 21st-century learning innovations for mathematics teachers. Evaluation forms and criteria for assessing the innovations. An evaluation form for the commitment of mathematics teachers to developing learning innovations. A questionnaire on the satisfaction of mathematics teachers with the Collaborative Professional Development Supervision Model. Data analysis methods included content analysis, percentage, mean, standard deviation, expert consistency index, difficulty index, discrimination index, and test reliability. The findings revealed that:
1. The development and quality of the supervisory manual showed that experts rated its appropriateness and accuracy at the highest level in all aspects. The development of competency in innovation among mathematics teachers showed that: Teachers had significantly higher post-test scores in knowledge and understanding of 21st-century learning innovations compared to pre-test scores, at a statistical significance level of .01.
2. Their ability to develop 21st-century learning innovations using the Collaborative Professional Development Supervision Model was rated at a very high level overall, with most aspects showing very high quality. Their commitment to developing these innovations was rated high overall, with all aspects scoring high.
3. The satisfaction of mathematics teachers with the Collaborative Professional Development Supervision Model was rated at the highest level overall, with all aspects scoring at the highest level of satisfaction.
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