Factors Influencing 21st Century Teacher Competencies: A Case Study of Schools under Pathum Thani Secondary Education Service Area Office, Pathum Benja Multi-School Network
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Abstract
This research had three objectives: 1) to investigate 21st century teacher competencies, 2) to explore academic leadership, student-centered learning management, and a learning organization culture, and 3) to examine the factors influencing 21st century teacher competencies. This study employed a mixed-methods approach, combining both quantitative and qualitative research designs. The sample consisted of 238 teachers from five schools under Pathum Thani Secondary Educational Service Area Office, Pathum Benja Inter-school Cluster. The sample size was determined using Krejcie & Morgan (1997) table and selected through stratified random sampling combined with simple random sampling. The research instrument was a 5-point Likert rating scale questionnaire, with content validity ranging from 0.67 to 1.00 and a reliability coefficient of .987. Data analysis utilized descriptive statistics, including percentage, mean, and standard deviation. Inferential statistics involved structural equation modeling (SEM) via latent variable path analysis to test the proposed causal relationships.
The study found as follows: 1) Overall, 21st century teacher competencies were rated at a high level. The dimension with the highest average was initiative and individuality, followed by flexibility and adaptability. The dimension with the lowest average was innovative thinking, though it still remained at a high level. 2) Academic leadership, learner-centered teaching management, and being a learning organization were all rated at a high level overall. The dimension with the highest average was learner-centered teaching management, followed by academic leadership. The dimension with the lowest average was being a learning organization, although it still remained at a high level. 3) Academic leadership has a direct positive effect on learner-centered teaching management and on being a learning organization, but it does not have a direct effect on teacher competencies. Learner-centered teaching management has a direct positive effect on teacher competencies, and being a learning organization also has a direct positive effect on teacher competencies. Academic leadership has an indirect positive effect on teacher competencies through learner-centered teaching management and being a learning organization. The pattern of factors influencing 21st century teacher competencies is consistent with the empirical data.
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