การจำแนกกลุ่มครูด้านทักษะการคิดเชิงนวัตกรรมทางการศึกษา: การประยุกต์ใช้การวิเคราะห์โปรไฟล์

Abstract

The purpose of this research consists of 1) to develop indicators of educational innovation thinking skills of teacher 2) to examine goodness-of-fit between structural equation modeling of educational innovation thinking skills of teacher and empirical data and 3) to classify and explain the differences between the teacher group based on their individual personality and Characteristics of educational innovation thinking skills. Samples in the research were 7 experts and teacher officials under the Upper Northern Secondary Educational Service Area Office was 327 teachers. The research instruments were educational innovation thinking skills of teacher questionnaire with 5-rating scales and 62 questions with the discrimination value was between 0.381 to 0.825, t-test value was between 3.819 to 8.738, and the overall reliability value of 0.966. The data are additionally analyzed by using the descriptive statistics, the 2" confirmatory factor analysis (2nd CFA), and the latent profile analysis (LPA). The findings were as follows. 1) The components and indicators of educational innovation thinking skills of teacher consists of 6 components and 15 indicators. Factor 1 - paying attention consists of 3 indicators, factor 2 - personalizing consists of indicators, factor 3 - imaging consists of 2 indicators, factor - 4 1earning from learning consists of 3 indicators, factor 5 - collaborative inquiry consists of 2 indicators, and factor 6 - making decision consists of 2 indicators. 2) The measurement model of educational innovation thinking skills of teacher had good- of-fit with the empirical data with X2 = 101.461, df = 84, p-value = 0.094, CFI = 0.995, TLI = 0.994 , SRMR = 0.033, and RMSEA = 0.025. The weight of each indicator in first-order CFA was positive with statistical significance at the level of .01 and all indicators were measurable. There are factor loadings of second-order CFA in range 0.693 to 0.995. The factors that have the highest factor loading is imagination, personalization, and learning from playing respectively. 3) The results of classifying the teachers according to their individual personality and characteristics of educational innovation thinking skills can be divided into 3 groups. The first group consists of teachers who have basic educational innovation thinking skills (10.70%) and have medium level of educational innovation thinking skills, the second group consists of teachers who have educational innovation thinking skills in term of collaboration and brainstorning (49.57%) and have high level of educational innovation thinking skills, and the third group consists of teachers who expert in educational innovation thinking skills (39.76%) and have highest level of educational innovation thinking skills in every indicators.