การพัฒนาแบบประเมินสมรรถนะสำคัญของครูในโรงเรียนพื้นที่นวัตกรรมการศึกษาจังหวัดเชียงใหม่

Abstract

The objectives of this research aimed to (1) analyze the components and behaviors that indicate Teacher’s Key Competency Assessment to the Chiang Mai Education Sandbox School (2) create an assessment of Teacher’s Key Competency Assessment to the Chiang Mai Education Sandbox School, and (3) find out the quality of the assessment of Teacher’s Key Competency Assessment to the Chiang Mai Education Sandbox School. The target group for this research comprised two distinct populations including 1,680 individuals involved in the composition weight analysis, and a group of 1,250 individuals utilized for developing standardized criteria for Teacher’s Sandbox School. The research employed two primary tools including a 32items behavioral questionnaire designed to identify Teacher’s Key Competency Assessment to the Chiang Mai Education Sandbox School, and a 24 items questionnaire specifically developed to assess those identified competencies. Data analysis involved utilizing mean and standard deviation, while content validity was assessed through Item-Objective Congruence (IOC). The discriminatory power of each item was determined using t-tests, and the overall reliability of the instrument was established via Cronbach’s alpha coefficient. Grouping of key competency assessments to analyze their components using factor Analysis, and develop norm by normalized T-Score.