The developing teachers’ competency in demonstration-based learning management to enhance self-help dressing skills for students with intellectual disabilities at Kalasin Panyanukul School, Kalasin Province

Abstract

Background and Objectives: Developing teacher competency in demonstration-based learning is crucial for enhancing the self-help skills in dressing among students with intellectual disabilities, particularly within the context of special education schools. This research aimed to 1) develop the knowledge and understanding of teachers at Kalasin Panyanukul School regarding demonstration-based learning to promote self-help dressing skills for students with intellectual disabilities; 2) develop teachers' skills in implementing such learning management; and 3) study teacher satisfaction toward this competency development.

Methodology: This study utilized action research based on the concepts of Stephen Kemmis and Robin McTaggart. The co-researchers consisted of 12 dormitory teachers at Kalasin Panyanukul School, selected through purposive sampling. The research process followed planning, action, observation, and reflection stages across 2 cycles, employing workshop and supervision strategies. Research instruments included: 1) a knowledge and understanding test, 2) a learning plan suitability evaluation form, 3) a teacher's learning management skills evaluation form, and 4) qualitative data collection tools. Quantitative data were analyzed using percentage, means, and standard deviations, while qualitative data were analyzed using content analysis.

Results: 1) Teachers’ knowledge and understanding of demonstration-based learning to promote self-dressing skills improved significantly, with the average post-workshop score (89.58%) being higher than the pre-workshop score (44.17%). 2) Regarding instructional skills monitored through supervision in the first cycle, teachers achieved a high overall level (= 4.31, S.D. = 0.54), with 9 participants passing the criteria and 3 requiring further development. Following the second cycle, all 3 remaining participants demonstrated improved skills, reaching the "Highest" level and passing the assessment. And 3) Overall teacher satisfaction with the competency development process was at the highest level (= 4.82, S.D. = 0.10).

Conclusion: The teacher competency development process through demonstration-based learning, implemented via two action research cycles, proved to be highly appropriate and effective. By emphasizing consistent supervision, consultation, and close coaching, the process successfully enhanced teachers' knowledge and skills to the highest level, with all participants meeting the established criteria.