Components of Professional Teaching Competency of Home Economics Instructors at Rajabhat Universities and Suan Dusit University
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Abstract
The objectives of this research were to study the components of professional competency for Home Economics instructors at Rajabhat Universities and Suan Dusit University. This study utilized a mixed-methods research approach, incorporating both qualitative and quantitative methods. For the qualitative phase, key informants consisted of 26 administrators and instructors with at least five years of experience in Home Economics, selected for in-depth interviews. The obtained data were analyzed using content analysis to establish a framework of competency components. For the quantitative phase, the sample group comprised 182 Home Economics instructors from 13 Rajabhat Universities and Suan Dusit University, selected via purposive sampling. The research instrument used was a questionnaire, and data were analyzed using mean ( ) and standard deviation (S.D.).
The research results revealed that the professional competency components of Home Economics instructors consisted of 3 main components, 17 sub-components, and 118 minor components. When considering each main component, it was found that: 1) Regarding Knowledge, the minor components with the highest importance were knowledge of food preparation principles ( = 4.55) and knowledge of Home Economics professional principles (
= 4.52). These mean scores were at the highest level, reflecting the importance of fundamental knowledge and professional principles. 2) Regarding Skills, the minor component with the highest importance was the ability to apply principles in preparing various types of food (
= 4.57). This mean score was at the highest level, emphasizing practical skills as the core of the profession. 3) Regarding Attributes, the minor components with the highest importance were having conduct and personality suitable for being a good role model for Home Economics instructors (
= 4.30) and having management abilities and leadership to drive Home Economics work (
= 4.22). These mean scores were at a high level, indicating that attributes and ethics serve as the most critical foundations for being an instructor. These findings provide important guidelines for relevant agencies in formulating policies and developing models to further enhance the potential and efficiency of Home Economics instructors.
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