THE INSTITUTIONAL ADMINISTRATIVE MODEL FOR TEACHER QUALITY DEVELOPMENT IN THE 21 ST CENTURY, THE PHETCHABURY SECONDARY EDUCATIONAL SERVICE AREA OFFICE

THE INSTITUTIONAL ADMINISTRATIVE MODEL FOR TEACHER QUALITY DEVELOPMENT IN THE 21ST CENTURY AT THE PHETCHABURI SECONDARY EDUCATIONAL SERVICE AREA OFFICE

Abstract

The objectives of this research article were to develop The Institutional Administrative Model for Teacher Quality Development  in the 21st Century, The Phetchabury Secondary Educational Service Area Office by doing 3 steps: 1) To study the conditions, needs, and the operation method  for Teacher Quality Development in the 21st Century, The Phetchabury Secondary Educational Service Area Office by reviewing documents, the conditions, needs, and the operation method  for Teacher Quality Development in the 21st Century, The Phetchabury Secondary Educational Service Area Office. The 16 sample group was the educational administrators, school administrators, experts and teacher are selected to join the semi-structured interview.                       2) Developing The Institutional Administrative Model for Teacher Quality Development  in the 21st Century by applying information from Step1 to draft and check propriety, accuracy standard of The Institutional Administrative Model for Teacher Quality Development  in the 21st Century through a semi-structured interview technique. 5 Teacher Quality Development in the 21st Century specialists are selected to join this step. 3) To try-out and evaluate of the model in 1 schools to check a utility and feasibility by using checklist form. The result shows that the developed model composes of 1) The Institutional Administrative Model for Teacher Quality Development in the 21st Century process has 5processes: Management, teacher skill development applying, networking and continuous supervision. 2) The factor was Teacher Quality Development in the 21st Century composed of 5 components: learning management and innovation, media, technology and information, the spirituality of teacher and adaptation, teacher leadership and responsibility, and measurement and evaluation. The result of trial and evaluation shows that this developed The Institutional Administrative Model for Teacher Quality Development in the 21st Century pattern is Propriety, Accuracy Standard, Utility and Feasibility in a higher level.