Model of thinking teaching competency development based on school as a learning community for private school teachers

Abstract

The objectives of this research were 1) to develop a model of thinking teaching competency development based on school as a learning community for private school teachers and, 2) to study the implementation results of the model of thinking teaching competency development based on school as a learning community for private school teachers. The research and development were divided into four phases as follows: phase 1 was to investigate the needs assessment for developing a model of thinking teaching competency development based on school as a learning community for private school teachers in Chiang Mai Province (R1), key informants consisted of 251 teachers teaching at an upper secondary level in seven private schools, an instrument was was a needs assessment questionnaire, data were analyzed by frequency, percentage, mean, and standard deviation; phase 2 was to construct and develop a model of thinking teaching competency development based on the school as a learning community (D1), key informants were five experts, the instrument used was a five-rating scales evaluation form of accuracy and suitability, data were analyzed by mean and standard deviation; phase 3 was to implement a model of thinking teaching competency development based on the school as a learning community (R2), key informants consisted of was six teachers teaching at an upper secondary level, the instruments used were an evaluation form for thinking teaching competency, a cooperative lesson development, and a satisfaction assessment form, quantitative data were analyzed by using mean, standard deviation, and percentage, qualitative data were analyzed using content analysis; phase 4 was to evaluate the effectiveness of the model of thinking teaching competency development based on the school as a learning community (D2), the sample group was 104 upper secondary school students, the instrument was a thinking competency evaluation form for students, data were analyzed by mean and standard deviation. The research results were summarized as follows: 1. The results of the investigation of the needs assessment for developing a model of thinking teaching competency development based on school as a learning community for private school teachers in Chiang Mai Province. The highest index of the priority needs for thinking teaching competency development for students to be able to use their knowledge of mathematics for data processing 2. The results of constructing a model of thinking teaching competency development based on the school as a learning community for private school teachers that was created by the researcher consisting of four components: 1) model principles, 2) a model objective 3) model operations, and 4) model evaluations. The model operations of thinking teaching competency development based on the school as a learning community were divided into five main steps: Step 1: Understanding, Step 2: Instruction, Step 3: Action, Step 4: Sharing, and Step 5: Valuing. Experts evaluated the model principles of thinking teaching competency development based on the school as a learning community in terms of accuracy were overall at a high level (X ̅ = 4.30, S.D. = 0.66) in all aspects and in terms of suitability, it was overall at a high level (X ̅ = 4.30, S.D. = 0.57).in all aspects. 3. Results of the implementation a model of thinking teaching competency development based on the school as a learning community, it was found that 3.1) after implementing the model of teaching thinking competency in terms of knowledge, thinking teaching skills, and ability to work collaboratively and empoweringly were excellent (X ̅ = 4.59, S.D. = 0.47); 3.2) there was a learning design that encouraged thinking competency by organizing problematic situations around teachers; 3.3) the satisfaction results of teachers and those relevant personnel in implementing a model of thinking teaching competency development was overall at the highest level. 4. The evaluation results of the students’ thinking competency evaluation developed by the researcher after learning higher than before were overall at a good level in both problem-solving thinking and analytical thinking.