TEACHER’S COMPETENCIES OF WAT PILOM SCHOOL (POON PRACHA UPTHAM)

Abstract

           The objectives of this research were to identify 1) the teacher’s competencies in Wat Pailom School (Poon Phacha Uptham) and 2) the guideline of teacher’s competencies development in Wat Pailom School (Poon Phacha Uptham) The population used in this research were 34 government officers in Wat Pailom School (Poon Phacha Uptham) who were a school director , 2 vice-school directors and 8 heads of leraning department , and 23 teachers. Research instrument were data  using a questionnaire and a structured interview. The Statistics for analysing were frequency, percentage, arithmetic mean, standard deviation and content analysis.

            The findings of this research were as follows;

1. The teacher’s competencies of Wat Pailom School (Poon Phacha Uptham) were at a high level when considered in each competency. The research revealed found that code of teacher’s ethics and Integrity was at the highest level. And 4 competencies were at high, ranking by arithmetic means form the maximum to minimum were as follow: teamwork, working achievement motivation, mind service and self-development Also the whole functional competency were in high level ranking by arithmetic means form the maximum to minimum were as follow: classroom management, learner development, teacher leadership, curriculum management and student Development, Relationship & Collaborative – Building for Learning Management for learning management and Analysis Synthesis & Classroom Research.
2. There are 49 approaches the guidline of teacher’s competencies development in Wat Pailom School (Poon Phacha Uptham) which consist of (1) 20 approaches for core competencies were as follow: 3 approaches for Teachers’ achievement, 2 approaches for Service mind, 3 approaches for Self-development,  4 approaches for Teamwork, 8 approaches for  Teacher’s Ethics and Integrity,  (2) 29 approaches for functional competency  were  as follow:  5 approaches for curriculum management and learning management, 5 approaches for Student Development, 5 approaches for Classroom management,  3 approaches for Analysis Synthesis & Classroom Research, 7 approaches for Teacher leadership, and 4 approaches for Relationship & Collaborative – Building for Learning Management .