The Development of Teacher Training Curriculum to Develop Life Skills of the Primary School Students of the Primary Schools under the Bangkok Metropolitan Administration

Abstract

The purposes of this research were to 1) develop a teacher training curriculum for the development of the life skills of the primary school students of the primary schools under the Bangkok Metropolitan Administration (BMA), 2) to evaluate the effectiveness of the teacher-training curriculum. The research employed a quasi-experimental research design. consisting 4 phrases of study as follows: (1) Studying the conceptual framework of the teacher training curriculum  (2) Creating the curriculum and research tools (3) Experimenting the curriculum (4) Evaluating the effectiveness curriculum and revising it. The research tools included document analysis and questionnaires. The population and samples were school directors, deputy directors, heads of the subject clusters, and leaders of the activity groups of the total of 205 primary schools under the Bangkok Metropolitan Administration. The experimentation of the curriculum was carried out through workshops for 30 BMA teachers.

The results showed that the development of the curriculum for the development of BMA grades 4-6 students entailed five major components, namely: (1) principles, (2) purposes of the curriculum, (3) the contents of the curriculum divided into five units (Bangkok Environment and Society, Using Analytical Thinking Skills and Decision- Making Ability to Solve Life Problems, How to Live in Bangkok, Building Strengths, and Developing Positive Attitudes toward Self and the Society), (4) the training activities, and 4 the instructional media. The curriculum aimed to develop the teachers’ capacity to equip BMA grades 4-6 students with necessary life skills. After the workshops, it was found that the teachers’ scores were higher than their before-the-workshop scores in the areas of knowledge and experience. In terms of satisfaction, the teachers very satisfied with the curriculum and they were able to prepare instructional plans for the development of the students’ life skills at the very high level.