The Development of Teachers Characteristics Model According to the Philosophy of Sufficiency Economy for Agriculture and Technology Office of the Vocation Education Commission

Abstract

           This research aimed to study the components and indicators of teacher characteristics, examine the current state, the desired state, and the necessary development needs for teacher characteristics, develop a model for the development of teacher characteristics, and evaluate the effects of implementing the model for developing teacher characteristics based on the philosophy of sufficiency economy at agricultural and technical colleges under the Office of the Vocational Education Commission. The research was divided into four phases Phase 1 Studied the components and indicators of teacher characteristics through focus group discussions and summarized the components based on their appropriateness and feasibility. Phase 2 Examined the current state, the desired state, and the necessary development needs for teacher characteristics by surveying a sample group of 322 teachers. The data was analyzed using mean, standard deviation, and the index of importance ranking for the necessary development needs. Phase 3  Developed a model for the development of teacher characteristics by studying exemplary practices from three institutions. A draft of the development model was created and evaluated by 9 experts through a focus group seminar. The evaluation considered the appropriateness, feasibility, and usefulness of the model. The data was analyzed using mean, standard deviation, and content analysis. Phase 4 Evaluated the results of implementing the model for developing teacher characteristics with 50 teachers and 5 evaluation committee members. The tools used for data collection included questionnaires and a post-implementation satisfaction survey. The data was analyzed using mean and standard deviation. Research Findings 1. The components and indicators for developing teacher characteristics based on the philosophy of sufficiency economy at agricultural and technical colleges under the Office of the Vocational Education Commission consisted of 4 components and 13 indicators. The appropriateness of the components was found to be at the highest level (X̄ = 4.68, S.D = 0.51). 2. The overall current state was at a moderate level (X̄ = 3.03, S.D = 0.71), while the overall desired state was at the highest level (X̄ = 4.62, S.D = 0.54). The necessary development needs for teacher characteristics in terms of sufficiency economy were found to be at (PNImodified = 0.53). When broken down by category, the necessary needs were as follows: Economy (PNImodified = 0.59), Society (PNImodified = 0.38), Natural Resources and Environment (PNImodified = 0.30), and Culture (PNImodified = 0.26). 3. The model for developing teacher characteristics based on the philosophy of sufficiency economy at agricultural and technical colleges under the Office of the Vocational Education Commission included principles, objectives, content, development processes, and measurement and evaluation. The overall satisfaction with the development process was at the highest level (X̄ = 4.65, S.D = 0.47). The evaluation results for appropriateness were at a high level (X̄ = 4.93, S.D = 0.23), feasibility was at a high level (X̄ = 4.84, S.D = 0.53), and usefulness was also at a high level (X̄ = 4.78, S.D = 0.44), with all aspects being at the highest level. 4. The results of implementing the model for developing teacher characteristics based on the philosophy of sufficiency economy at agricultural and technical colleges under the Office of the Vocational Education Commission showed that the teachers' characteristics improved significantly after development compared to before development. Overall, prior to the development, teachers' characteristics were at a moderate level (X̄ = 2.59, S.D = 0.57), while after development, the characteristics were at the highest level (X̄ = 4.65, S.D = 0.47).