แนวทางการพัฒนาความเป็นนวัตกรทางการศึกษาของครูประถมศึกษา สังกัดเขตพื้นที่การศึกษาประถมศึกษาเชียงราย เขต 1

Abstract

The objectives of this research were 1) study the components of educational innovators of primary teachers under Chiang Rai Primary Educational Service Area 1, 2) to study methods of developing educational innovator of primary teachers under Chiang Rai Primary Educational Service Area 1, 3) to prepare and verify the guidelines for developing educational innovator of primary teachers under Chiang Rai Primary Educational Service Area 1. This research was divided into 3 phases. The research resources consisted of 18 topics of documents, research papers, and academic articles related to components of educational innovator of primary teachers. Key informants were selected by purposive sampling, consisting of faculty lecturers, supervisors, human resources personnel, school directors, and teachers involved in teacher development, promoting, supporting and creating educational innovation, for a total of 17 respondents. The instruments used were 1) a synthesis form for educational innovator components of primary teachers, 2) a verification form for educational innovator components of primary teachers, 3) a structured interview form of methods for developing educational innovator of primary teachers under Chiang Rai Primary Educational Service Area 1, and 4) the verification form of guidelines for educational innovator components of primary teachers. Data were analyzed by using frequency, percentage, mean, standard deviation, inductive analysis, and summarize methods for developing educational innovator methods of primary teachers. The research results were found that the educational innovator of primary teachers consisted of 3 components as follows: The first component was attitude and character with 6 indicators, the second component was skills with 5 indicators, and the third component was knowledge with 5 indicators. Concerning the methods for developing educational innovator of primary teachers were divided into 3 components as follows: The first component was attitude and character consisting of 9 methods, the second component was skills consisting of 14 methods, and the third component was knowledge consisting of 9 methods. The guidelines for developing educational innovator of primary teachers under Chiang Rai Primary Educational Service Area 1 were as follows: 1) principles / concepts, 2) objectives, 3) development methods, 4) evaluation methods, and 5) conditions for achievement. Additionally, the verification results of suitability and possibility were the highest level.