A Model for developing innovation competencies of the teachers in schools under the Foundation of the Church of Christ in Thailand

Abstract

The objective of this research was to develop a model for developing innovation competencies of the teachers in schools under the Foundation of the Church of Christ in Thailand, divided into four phases as follows: Phase 1: The synthesizing of elements of innovation competencies of the teachers, Phase 2: The investigation of conditions, problems, and guidelines for developing innovation competencies of the teachers. Phase 3: The construction and verification of a model for developing innovation competencies of the teachers in schools, and Phase 4: The studying the implementation results of the model for developing innovation competencies of the teachers in schools. Resources were documentary synthesis and key informants were eleven experts to confirm elements and sub-element. The investigation of conditions and problems was studied by twenty-six school directors, and the guidelines were studied by fifty-two respondents. Model development was verified the accuracy and suitability by nine experts. The implementation results were studied by seven experts. The instruments used were the connoisseurship to confirm elements and sub-element, a five-rating scale questionnaire, and open-ended questions used to verify the correction and suitability of the model and model manual, the reflection instrument used was open-ended questions and a recording form, and the satisfaction instrument used was open-ended questions. Data were analyzed using agree, disagree, uncertain; mean and standard deviation; content analysis; percentage; and summarizing issues. Results of the research were found as follows: 1. Results of synthesizing and confirming the elements of innovation competencies of the teachers in schools consisted of 5 core components and 13 sub-components 1. Innovative and product-based thinking, 2. Learning management to create innovation, 3. Cooperation and teamwork., 4. Continuous self-improvement, and 5. Being a good role model. 2. Results of investigation of conditions, problems, and guidelines for developing innovation competencies of the teachers in schools, 1) the conditions of practicality were overall at a low level; 2) the problems were overall at a high level; 3) the development guidelines of teachers’ innovative competencies according to 1) the elements of teachers’ innovative competencies, 2) the methods of teachers’ development, 3) the use of learning media/innovation in development, and 4) measurement and evaluation in teachers’ development. 3. Results of construction and verification of a model for developing innovation competencies of the teachers in schools, the complete model consisted of four components: the principles, an objective, the development system, and mechanism, and conditions for achievement; including a model manual for implementing consisted of seven elements. The verification of the correction was overall at 97.67 percent and suitability was overall at 99.89 percent. 4. Results of studying the implementation results of the model for developing innovation competencies of the teachers in schools, 1) the reflection result was the Office of Education Ministry, The Church of Christ in Thailand Education, which supervised all schools as parallel mentors for the development of teachers’ innovative competencies together throughout each academic year; 2) the satisfaction results by observing during the development of teachers’ innovative competencies school administrators’ satisfaction was overall in accordance with highly expected.

Keywords: Model, Innovation Competencies, Schools under the Foundation of the Church of Christ in Thailand