“The Thai Teachers Performance on Hybrid Teaching for Transforming Period of Schools Digitalization”
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Abstract
The objective of the research was to explore and understand teachers' perceptions towards the performance of hybrid teaching, which combines an online and onsite class, compared with face-to-face onsite classes only at one private school in Rangsit City, Pathumthani Province, Thailand. The research was a case study approach with a qualitative method of semi-structured interviews with six teachers by purposive sampling. The interview data was analyzed by thematic analysis. Trustworthiness in thematic analysis was assessed through peer debriefing with other researchers, an external auditor with a professor in education, and member checking with interviewees. The research explored teachers' perceptions of their performance towards hybrid teaching, comparing it to face-to-face onsite classes only as it’s a bounded system. This study focused on one site, which is a private school in Thailand. The research was conducted in the first semester of the education year 2022, which was the first semester fully open to hybrid teaching after the COVID-19 pandemic. In the education year 2022, the school had implemented the full regulation of hybrid teaching and was transforming into a digitalized school.
To explore and understand the perception of teachers’ performance on hybrid teaching in one private primary school in Thailand, findings presented the themes of need for motivation in which the teachers were discouraged from hybrid teaching. School ICT adoption as the teachers commented on the digital infrastructure of software and hardware. And in terms of digital competence development, teachers mentioned their lack of knowledge and skills in digital technology. Therefore, the need for motivation, the integration of ICT in schools, and the cultivation of digital competence can effectively enhance teacher effectiveness in hybrid teaching.
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