Competency and Need Assessment for Professional Development in 21st Century, Loei Province of Teachers in Social Studies, Religion and Culture Learning Substance

Abstract

The purposes of this research were: 1) to study the state of the existing and the expectation for the teacher profession competency in 21^st century 2) to arrange the needs for development of the teacher professional competency in 21^st century, and 3) to study guideline of developing the teacher professional competency in 21^st century of teachers social studies, religion and culture learning substance, Loei province. The sample were 240 teachers social studies, religion and culture learning substance, who work in the education expansion and secondary schools, Loei province by proportional stratified random sampling. Target groups used to studied guideline of developing the teacher professional competency in 21^st century by purposive random sampling were 12 teachers. Research instruments were questionnaire, guideline of questions for focus group discussion and in-depth interview.  Qualitative data analysis by using descriptive statistics includes frequency, percentage, means and standard deviation. The need assessment was analyzed by using Modified Priority Needs Index (PNI_modified). The research findings were as follows; 1) The state of the existing for the teacher professional competency in 21^st century of teachers was overall at high level. Considered factors of competency each aspect, regular job competency was higher than future skills competency and learning management competency, respectively. The expectation for teacher professional competency in 21^st century of teachers was overall at highest level. Considered factors of competency each aspect, learning management was higher than regular job competency and future skills competency, respectively 2) The priority of needs assessment of teacher professional competency in 21^st century of teachers founded the most critical needs was learning management competency aspect by on sub-competency as research capability, followed by future skills competency and regular job competency, respectively , and 3) Guideline of developing the teacher professional competency in 21^st century of teachers were: (1) construct in awareness of importance to research (2) construct in motive for research (3) training for knowledge was action training (4) support material for research (5) sharing knowledge  (6) leaderships to establish a research strategy , and (7) followed up do research.