The Development Model for Research Competency of Teachers Using Appreciative Inquiry

Abstract

The objectives of this research were to develop and synthesize the model for developing research competency of the teachers under Samut Prakan Primary Educational Service Area Office 1 implementing the appreciative inquiry approach to the action research process. The research, which was conducted at two schools, one small-sized school and one medium-sized school, consisted of two phases. The first phase was constructing the research competency of the teachers using appreciative inquiry. The second phase was developing the model for developing the teacher competency using appreciative inquiry. Each phase involved four steps: 1) discovery, 2) dream, 3) design, and 4) destiny. Observation, interview, and group discussion were used to collect data. Content analysis was applied to analyze the collected data. Research results illustrated that research competency comprised of five key competencies, which were skills, knowledge, self-concept, traits, and motivations. Sixteen sub-competencies were selected by the researcher for the development including 1) problem and result analysis skills, 2) problem-solving skills, 3) behavior observation skills, 4) information retrieval skills, 5) knowledge about research writing, 6) knowledge about research methodology, 7) understanding of the causes and individual difference, 8) knowledge about instructional management, 9) traits of determination, 10) traits of observation, 11) traits of decision making and taking action, 12) traits of responsibilities to outcome, 13) traits of responsibilities to tasks, 14) traits of inquiry, 15) motivations for self-development and work achievement, and 16) motivations for paying attention to tasks. The development model for research competency of teachers using appreciative inquiry consisted of four elements: 1) searching for esteem experiences, 2) setting goals, 3) selecting good approach, and 4) reflecting learning outcomes.