การพัฒนาตัวบ่งชี้ความเป็นครูมืออาชีพ

• Main Author: สิดารัศมิ์ สิงหเดชาสิทธิ์
• Other Authors: สุชาดา บวรกิติวงศ์
• Format: Theses and Dissertations
• Language: Thai
• Published: จุฬาลงกรณ์มหาวิทยาลัย 2016
• Online Access: https://digiverse.chula.ac.th/Info/item/dc:16661
• Institution: Chulalongkorn University

The purposes of this research were to 1) develop professional teacher indicators 2) investigate the goodness of fit of the proposed professional teacher indicators model to the empirical data. The sample in this study was 847 teachers under the jurisdiction of the Office of the Basic Education commission which were randomed by multi-stage random sampling. The research tool was professional teacher questionnaire with 98 items consisting of 3 formats: 93 questions are 5 Likert scale format, 4 questions are multiple choice format and 1 question is open-ended format. The tool had content validity on the basis of the index item objective congruence between 0.60-1.00 and Cronbach’s alpha reliability coefficient of each indicators between 0.553-0.924. Descriptive statistics and Pearson correlation analysis were analyzed by using SPSS program and second order confirmatory factor analysis using LISREL program. The research results were as follows: 1) The result of professional teacher indicators consisted of 4 components and 16 indicators. The first component was Literate Teacher which composed of 4 indicators: Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technology Pedagogical Knowledge (TPK) and Change of World Society Knowledge (CWSK). The second component was Exemplary Teacher for Development Teaching which composed of 4 indicators: Higher Order Thinking Skills (HOTS), Learning Management Skills (LMS), Technology Learning Management Skills (TLMS) and Feedback Skills (FS). The third component was Exemplary Good Teacher which composed of 4 indicators: Earnestness Teaching (ET), Behave as a Role Model (BRM), Fairness (FN) and Gharavasa-Dhamma 4 (GD4). And The fourth component was Teacher s Learning for Self-Improvement which composed of 4 indicators: Self-Awareness (SA), Seek Knowledge in Change of World Society (SKCW), Drive for Self-Development (DSD) and Create Innovation (CI) 2) The professional teacher indicators model was found to fit the empirical data (chi-square = 30.82; df = 21; p = .08; RMAEA = .02; RMR = .03; GFI = 1.00; AGFI = .98)