Research and development of teacher professional competency, network schools co- development in the Special EconomicZone (SEZ) due to the royal initiative of Her Royal Highness Princess Maha Chakri Sirindhorn: A case study of Border Patrol Police School, Sa Kaeo Province, Thailand
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Abstract
This research aimed to develop a training course in order to strengthen the teacher professional competency at the Border Patrol Police School, Sa Kaeo Province. Secondly, the research intended to find the effectiveness of training courses for professional competency at the Border Patrol Police School. The research method had four phases: The first phasewas focusing on studying and analyzing the fundamental data; the second phase was the process of design and development; the third phase was: experimental fieldwork and the fourth phase was studying durability . The research population came from 11 teachers at the Border Patrol Police School, Sakaeo Province, a total of 250 people, sampling group were recruited from 30 teachers. The research instruments were 1) a knowledge measurement form 2) a skill assessment form 3) attitude measurement form. The statistics using for data analysis were including percentage, mean, standard deviation and statistical tests. The research results were found that 1) receiving a training course for enhancing teacher professional competency professional teacher at the Border Patrol Police School in Sa Kaeo Province, totaling 4 units. 2) The results of finding the overall effectiveness of the training course were considerably assumed as ‘very good,’ due toa total score of 510 points [84.99 percent] from results of comparing the knowledge average score and practical skills. In the attitude, the result suggested that the training scores the teachers achieved were different as comparing ‘pre’ and ‘post’ training. Teachers, who attended the training course had a performance’s score higher than the untrained stage as showing upon the statistical level at .01 and the knowledge retention results showed that 4 weeks after the completion of the training, the teachers who received the training was significantly higher than the untrained stage at .01.
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