Development of Teacher Training Curriculum for the Implementation of a Supplementary Course Titled Applied Art for the Enhancement of Life and Career Skills for Primary School Students of Border Patrol Police Schools

Abstract

The research article consisted of the following objectives: 1) to develop the teacher training curriculum for implementing the enrichment curriculum in applied arts to enhance life and career skills for primary school students in Border Patrol Police Schools; and 2) to investigate the efficiency of the teacher training curriculum for implementing the enrichment curriculum in applied arts to enhance life and career skills for primary school students in Border Patrol Police Schools. A sample group of 22 primary school teachers from Border Patrol Police Schools in the provinces of Petchaburi and Prachuap Khiri Khan were selected by way of sample random sampling. The instruments included an assessment form testing the propriety of the enrichment curriculum, an assessment form testing the knowledge and understanding, an assessment form testing life and career skills, behavior observation form, performance evaluation form, interview form, an assessment form testing the teaching and learning ability, and satisfaction survey form. The statistics used for data analysis were mean, standard deviation, and t-test.

            From the study, the following results have been found: 1) the teacher training curriculum for implementing the enrichment curriculum in applied arts to enhance life and career skills consists of 6 elements which are (1) objectives, (2) structure, (3) substance,
(4) management activity, (5) learning media and resources, and (6) measurement and evaluation. The assessment results of experts found to be of propriety at the highest level with mean equal to 4.62 and standard deviation of 0.67. 2) The efficiency of the teacher training curriculum for implementing the enrichment curriculum has revealed as follows:
(1) The posttest indicated that teachers have knowledge and understanding higher than that of the pretest with a statistical significance of 0.05 level, and the teachers’ performance evaluation is at a high level; (2) The posttest indicated that teachers have life and career skills higher than that of pretest with a statistical significance of 0.05 level, and teachers have life and career skill behavior at a high level in all aspects; (3) The posttest indicated that teachers have the teaching and learning management ability at the highest level, which is higher than the specified criteria with a statistical significance of 0.05 level; and (4) Teachers have satisfaction toward the training activity at the highest level, which is higher than the specified criteria with a statistical significance of 0.05 level.