แนวทางการพัฒนาสมรรถนะดิจิทัลของครู สังกัดสำนักงานคณะกรรมการการอาชีวศึกษา จังหวัดเชียงใหม่

Abstract

This independent research has three objectives: 1) to study the current condition, desired condition, and needs for the development of digital competencies of teachers affiliated with the Office of the Vocational Education Commission; 2) to study best practices in the development of digital competencies of teachers affiliated with the Office of the Vocational Education Commission; and 3) to develop and examine the guidelines for the development of digital competencies of teachers affiliated with the Office of the Vocational Education Commission. The process of this study is divided into three steps, including administrators and teachers affiliated with the Office of the Vocational Education Commission in Chiang Mai Province for the academic year 2023, totaling 184 people, along with 16 experts and 7 qualified individuals, making a total of 207 people. Research tools include questionnaires, structured interviews, group discussion recording forms, and checklists. The statistics used for data analysis include mean, standard deviation, frequency, Priority Need Index, and inferential summary analysis. The results of the study show that the current condition Desirable Conditions and Needs for the Development of Digital Competency of Teachers under the Office of the Vocational Education Commission Chiang Mai were at a high level as follows: 1) monitoring and evaluation of teachers' digital performance; 2) planning for the development of teachers' digital competencies; 3) improvement and revision of the development of teachers' digital competencies; 4) study of teachers' digital competency needs and potential; and 5) reporting on the results of teachers' digital competency development. The study of best practices in the digital competency development guidelines of teachers affiliated with the Office of the Vocational Education Commission found that the educational institutions have set systematic targets, vision, and mission plans. They study the needs and potential of teachers' digital competencies, assign responsible individuals to carry out the planned activities, and establish accurate, appropriate, and continuous criteria and standards for monitoring and evaluating teachers. These measures ensure improvement and correction in line with set needs and objectives. Various reporting methods are used to ensure convenient access to information, facilitating cooperation from all sectors involved in the development of teachers' digital competencies. The guidelines for developing digital competencies of teachers affiliated with the Office of the Vocational Education Commission of Chiang Mai Province provide the frameworks, which are: 1) principles; 2) objectives; 3) operational methods, divided into five stages: 3.1) study of teachers' needs, necessities, and digital competencies; 3.2) planning for the development of teachers' digital competencies; 3.3) monitoring and evaluation of teachers' digital competencies; 3.4) improvement and revision of teachers' digital competency development; 3.5) reporting on the results of teachers' digital competency development; and 4) conditions for success. The auditing results of the guideline quality showed that accuracy, appropriateness, feasibility, and usefulness were at the highest level.