The Influence of Educational Institution Management Styles on the Competencies of Vocational Teachers in the 21st Century: A Case Study of Private Vocational Colleges in the Northeast
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Abstract
Thai education has shifted its teaching and learning goals towards a collaborative learning process between instructors and students using 21st century skills-based approach. Therefore, teacher competencies are crucial for achieving educational outcomes. This research aimed to study the competencies of vocational education teachers and the characteristics of school management by administrators, and to present the characteristics of school management that influence the competencies of vocational education teachers in the 21st century at private vocational colleges. Data were collected using at private vocational colleges in the northeastern region, totaling 121 institutions questionnaires from 400teachers. A multi-stage sampling method was employed, and both descriptive and inferential statistics were used to analyze the SEM and test the model's fit.
The results revealed that:
1) The overall competencies of vocational education teachers in the 21st century was at a high level, with personal competencies being the highest, followed by core competencies and job-specific competencies.
2) The overall characteristics of school management by administrators were also at a high level, with the highest being commitment, followed by collaboration and communication, creativity, inspiration, and vision.
3) The characteristics of school management that influence the competencies of vocational education teachers, a path coefficient of .543 was found, indicating a positive impact with a very low probability value (p-value < .001), showing a significant relationship. The factors with the highest influence in school management characteristics were inspiration and collaboration and communication, which most affected the development of core competencies of vocational education teachers in the 21st century, indicating that these variables were most influenced by the characteristics of school management by administrators.
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