DEVELOPMENT MODELS FOR TEACHER COMPETENCY DEVELOPMENT IN BANGKOK ARCHDIOCESE CATHOLIC SCHOOLS
Keywords:
Teacher work competency; Teamwork; Work AchievementAbstract
This research aims to 1) study the causal factors of teacher competency in terms of teamwork and work achievement in Bangkok Archdiocese Catholic Schools, 2) examine the development model for teacher competency, and 3) develop and evaluate development model for teacher competency. The research sample consists of 334 teachers selected through stratified random sampling. Research tools include a composite assessment measurement comprising 10 forms, with reliability scores (α) ranging from .765 to .886, and a development assessment form. Statistical analyses involve both basic and inferential statistics,including t-tests, analysis of variance, multiple regression analysis, and path analysis. The research findings are as follows: Firstly, the fundamental factors of teacher competency, which comprise both external and internal variables, collectively explain 39.9% of teacher competency. Secondly, the development model for teacher competency is consistent with empirical data, with an explanatory value of 92%. Lastly, the development models, evaluated by qualified experts, both in terms of execution by school administrators and development departments, have average and overall scores exceeding 90%, surpassing the assessment criteria set at 70/75 percent.
References
Alongkot Sarakarn, Putiporn Ployphakwaen and Baramee Wannaphongcharoen. (2023). The application of 4M in the prevention of coronavirus disease – 2019 of local administrative organizations in Nakhon Ratchasima Province. King Prajadhipok's Institute Journal. 20 (3) 34-62.
Amporn Prommee and Sansanee Jasuwan. (2021). Administration of Educational Resources for Maximum Effectiveness. Global Goals, Local Actions: Looking Back and Moving Forward 2021.
Catholic Education Council of Thailand. (2013). Catholic education identity (revised edition 2013). Bangkok: Catholic Education Council of Thailand.
Catholic School Teachers Association of Thailand. (2022). Meeting of the Board of Directors of the Catholic School Teachers Association of Thailand No. 1/2022 (22 June 2022). From https://www.catholic-education.or.th/home/index.
Chinyerem, A. (2014). Human resource management in education: Issues and challenges. British Journal of Education, 2(7), 26-31.
Cholphassorn Sriworachatpatorn. (2015). Factors affecting turnover intentions of supply Chain staff: A case study of a consumer goods company in Bangkok. Journal, Silpakorn University, 8(1): 1-4.
Duchduen Bhanthumnavin. (2023). Antecedents of mindful risk-taking behavior in secondary school students. Research and development of the Thai behavioral system, National Research Council of Thailand: Bangkok.
Eisner, E. (1976). Educational connoisseurship and criticism: Their form and functions ineducational evaluation. Journal of Aesthetic Evaluation or Education, 10: 135-150.
Gupta, P. (2006). Beyond PDCA-A new process management model. Quality progress, 39(7),
Hammond, D. (2019). The legacy of Ludwig von Bertalanffy and its relevance for our time.
Systems research and behavioral science, 36(3), 301-307.
Jiraporn Senhom. (2019). Administrative model for the development of Self-Reliance of non-formal education students in Bangkok. Ph.D. Educational Administration, University of Phayao.
Kurzynski, M. (2009). Peter Drucker: modern day Aristotle for the business community. Journal of Management History, 15(4), 357-374.
Magnusson and Endler. (1976). The Interaction Model of Anxiety: An Empirical Test in an Examination Situation. Canadian Journal of Behavioural Science, 9 (2), 18-21.
Ministry of Education. (1999). National Education. Bangkok: Freight Forwarding and Parcel Organization Printing House.
Moen, R. a. N., C. (2009). The History of the PDCA Cycle. In Proceedings of the 7th
ANQCongress, Tokyo 2009.
Murillo, F. a. P., W. (2019). William Pinar responding to Elliot Eisner. Encounters in theory and history of education, 20(1), 159-164.
Naksit Sakdapat. (2021). Psycho-behavioral science research and interactionism model. Dusit Thani College Journal, 1(1-4), 529-546.
Neon Pinpradit. (2014). An empirical study of prudent social trust indicator system among undergraduate students in the 3 Southern provinces. Research and development of the Thai behavioral system, National Research Council of Thailand: Bangkok.
Office of the National Economic and Social Development Council. (2017). The twelfth national economic and social development plan (2017-2021). Bangkok: Phrikwan.
Office of the National Economic and Social Development Council. (2022). The Thirteenth national economic and social development plan (2017-2021). Bangkok: Phrikwan.
Pattanakit Wonglas. (2023). Administrative model for the development of vocational teachers in exploration and exploration to enhance teaching profession and quality of life. Ph.D. Educational Administration, University of Phayao.
Piputh Sornpaiboon. (2020). A model to enhance dedicated working behaviors of teachers In schools under Bangkok metropolitan administration. Ph.D. Educational Administration, University of Phayao.
Sakthai Surakitbowon. (2014). Significant competencies of professional administrators. Sakon Nakhon Rajabhat University Journal. 6(12), 165-183.
Sarayuth Woraweg. (2020). An Administrative Model for the teacher development for enhancing students to be good person. Ph.D. Educational Administration, University of Phayao.
Siriphon Boonpha. (2019). Administrative Model for the Development of Sufficiency forJunior High School’s Students Under Bangkok Metropolitan Administration. Ph.D. Educational Administration, University of Phayao.
Sumet Ngamkanok. (2008). Team building. Journal of Education, University of Naresuan, 19,1.
Sunantha Laohanan. (2008). Organizational development. (5th printing). Bangkok: C.V.L. Printing.
Sunida Siripak. (2010). The development of an English learning activity model based on McClelland's achievement motivation theory and an enhancement of self-concept based on neo-humanist concept to promote English learning achievement for underachievement non-formal education distance learners. Ph.D. Educational Policy, Management and Leadership, University of Chulalongkorn.
Suparinee Aumporn. (2012). Causal Factors on administration effecting Private School Teacher Turnover. Ph.D. Educational Administration, University of Kasetsart.
Thomas, B. a. M., L. (2020). Employee Innovativeness in Organizational Ecosystems: An Initial Study. Open Journal of Human Resource Management, 3(1), 12- 21
Waraporn Trakulsarit. (2007). Teamwork. Bangkok: Academic Promotion Center.
Wasaporn Boonsuk. (2021). The Administrative Model of Development for Responsibility and Respect, Characteristics of Dual Vocational Students by Participative Management. Ph.D. Educational Administration, University of Phayao.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Journal of MCU Buddhapanya Review
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
