Model of teacher competency development in learning management to promote mathematical literacy in elementary school level

Abstract

The purposes of this research and development were 1) to synthesize teachers' competency in learning management that promotes mathematical literacy in elementary school 2) to construct and explore the quality of the model of teacher competency development in learning management to promote mathematical literacy in elementary school level 3) to study results from the implementation of the model of teacher competency development in learning management to promote mathematical literacy in elementary school level. The research methodology consisted of 3 stages: Stage 1: Synthesis of the teacher competency in learning management to promote mathematical literacy in elementary school. The target group employed in synthesizing the components and indicators of teachers' competencies were 5 qualified experts. The tool employed for data collection was the assessment form of congruency and suitability of components and indicators. The data were analyzed by using mean and standard deviation. Stage 2: Construction and quality exploration of the model of teacher competency development in learning management to promote mathematical literacy in elementary school level. The target group employed in the study to construct the draft model consisted of 10 qualified experts and 30 educational institution administrators and mathematics teachers. The target group employed for the model’s quality assessment consisted of 5 qualified experts and the target group for the tryout of the draft model consisted of 3 mathematics teachers teaching for upper primary level (year 4-6). The tools employed for data collection were; 1) survey questionnaire of opinions on development methods as well as measurement and assessment methods 2) assessment form of the model’s quality 3) Assessment form of teacher competency in learning management to promote mathematical literacy and 4) survey questionnaire of teachers’ opinions on the model implementation. The data were analyzed by employing item-objective congruence (IOC) index value, mathematics mean and standard deviation. Stage 3: Study of results from the implementation of the model of teacher competency development in learning management to promote mathematical literacy in elementary school level. Tools for data collection were 1) assessment form of teacher competency in learning management to promote mathematical literacy in elementary school level and 2) survey questionnaire of teachers’ opinions on the model implementation. Data were analyzed by employing mathematics mean and standard deviation. Research results 1. According to the synthesis of teacher development in learning management to promote mathematical literacy in elementary school level, there were 5 components and 22 indicators including 1) knowledge in mathematical literacy contents being comprised of 2 indicators 2) knowledge in mathematical literacy teaching being comprised of 3 indicators 3) ability to design learning management to promote mathematical literacy being comprised of 7 indicators 4) ability to organize learning management to promote mathematical literacy being comprised of 7 indicators and 5) characteristics in teaching development being comprised of 3 indicators. The results from the assessment of the suitability of all components and indicators were found being at the high and the highest level. 2. The model of teacher competency development in learning management to promote mathematical literacy in elementary school level consisted of 5 components including 1) Principles and rationales 2) Purposes of the model 3) Contents of the development 4) Competency development processes being comprised of 4 steps which were 1) preparation 2) fulfilling knowledge 3) moving towards collaborative practices, and 4) assessment of the development results and 5) roles of relevant persons. The result of the model’s quality assessment was found being at the high level. 3. The results from the model implementation indicated that after the model implementation, the level of teacher competency in learning management to promote mathematical literacy was higher. For the component concerning knowledge in mathematical literacy teaching and the component concerning knowledge in mathematical literacy contents, competencies were found developed from being at the low level to the high level. In terms of ability to design learning management to promote mathematical literacy and ability to organize learning management to promote mathematical literacy, as well as characteristics in teaching development, the competencies were developed from being at the moderate level to the high level. Moreover, the overall opinion of teachers on the model implementation was at the highest level.