A Program to Enhance Teachers’ Instructional Management Skills to Promote Students’ Critical Thinking Skills under the Office of the Basic Education Commission
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Abstract
This research and development study aimed to: 1) investigate baseline information for developing a program to enhance teachers’ instructional management skills to promote students’ critical thinking skills under the Office of the Basic Education Commission; 2) develop and validate the program; 3) implement the program; and 4) evaluate the program. The research process was divided into four phases. First, baseline data were examined: the sample for studying the current and desirable conditions consisted of 395 teachers selected through stratified random sampling, and three experts were purposively selected to provide information on guidelines for program development. Second, the program was developed and validated by nine purposively selected experts. Third, the program was implemented with a target group of 25 volunteer teachers. Fourth, the program was evaluated by 25 purposively selected teachers. The research instruments included a suitability questionnaire, a current-condition questionnaire with a reliability coefficient of 0.90, a desirable-condition questionnaire with a reliability coefficient of 0.92, interview forms, expert seminar issues, a feasibility questionnaire, tests, a behavioral questionnaire, a questionnaire on propriety and utility, and a satisfaction questionnaire. The statistics used for data analysis were percentage, mean, standard deviation, and priority needs index.
The research findings revealed that: 1) the results of the baseline study indicated that the current condition was at a moderate level, while the desirable condition was at the highest level, and the highest priority need was situation presentation; 2) the development and validation of the teacher skill enhancement program for instructional management to promote students’ critical thinking skills under the Office of the Basic Education Commission resulted in a program consisting of five components: (2.1) principles, (2.2) objectives, (2.3) content, (2.4) development methods, and (2.5) evaluation guidelines, and its feasibility was rated at the highest level; 3) the target group achieved a relative gain score of 74.12, indicating a high level of development, and their post-development behaviors were higher than those before the development; and 4) the overall evaluation of the program showed that its propriety and utility were at the highest level, and participant satisfaction was also at the highest level.
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