Monitoring and Evaluation Research of Basic Education Level Teacher Development under Department of Learning Encouragement that Appropriate for Learning in the 21st Century
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Abstract
The objectives of this research were to (1) study the conditions, problems, obstacles, and success factors for teacher development, (2) assess teacher development results, and (3) propose policy recommendations for basic education level teacher development under Department of Learning Encouragement. The research was divided into 3 phases: Phase 1 was qualitative research, Phase 2 was quantitative research, and Phase 3 was qualitative research. Key informants were 19 educational administrators, school administrators and teachers, and 7 experts. The sample consisted of 116 school administrators and teachers. Qualitative informants were obtained by purposive selection, and quantitative informants were obtained by random sampling of 3% of all schools. The research instrument were group discussion questions and questionnaires with reliability values of .94 and .92. Data were analyzed using mean, standard deviation and content analysis. The research results showed that 1) there are clear policies and plans for teacher development, policy communication, and monitoring and evaluating system for teacher development. However, some policies were changed frequently and lack of setting development goals. 2) The teacher development results showed teachers’ knowledge and understand about teacher’s roles and learning management, as well as ability or skills in learning management, and characteristics of being a teacher were rated at the high level; and 3) policy recommendations were as follows: (3.1) there should be a national overall teacher development policy; (3.2) teacher development curriculum should prioritize on teachers and educational administrator’s needs; (3.3) there should be cost-effective management of resources for teacher development; (3.4) teacher should be able to manage the promotion and development themselves appropriately; and (3.5) collaborative network for teacher development should be promoted in line with the determinate policy and strategic plan.
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