Development of a Competency Promotion Model of Thai Language Learning Management for the Teachers in the Border Patrol Police Schools

Abstract

         The objectives of this research were: 1) to develop a competency promotion model of Thai language learning management for the teachers in the border patrol police schools and 2) to study the effectiveness of the competency promotion model of Thai language learning for the teachers in the border police schools. The target group consisted of 28 teachers teaching Thai language in 14 border patrol police schools under the Border Patrol Police Division 13. The research instruments were a competency promotion model of Thai language learning management for the teachers in the border patrol police schools, a test for knowledge and understanding on the competency promotion in Thai learning management, an evaluation form for the competency promotion of Thai language learning management for the teachers in the border patrol police schools, and a questionnaire asking for the border patrol police school teachers’ opinions towards the competency promotion model of Thai language learning management for the teachers in the border patrol police schools. The statistics were percentage, mean, standard deviation, dependent t - test, and content analysis.

            The research findings were found as follows.

1. The competency promotion model of Thai language learning management for the teachers in the border patrol police schools developed called a police model consisted of 4 components: 1) principles of the model used to develop the teachers’ competency, 2) objectives of the model used to develop the teachers’ competency, 3) competency development processes consisting of 6 procedures: (1) planning for problem solving, (2) investigating the targets, (3) expanding the principles for designing learning, (4) learning to teaching in the classrooms, (5) monitoring the teachers’ teaching continually by the experts, and (6) developing the works by evaluating, and 4) conditions for using the competency promotion model to develop the teachers’ competency: social systems, support systems, and responsiveness.
2. The findings of the effectiveness of the competency promotion model of Thai language learning management for the teachers in the border patrol police schools showed that after using the model, the teachers in the border patrol police schools had more knowledge and better understood about the competency of Thai learning management than before using the model with statistical significance at the level of .05, and after using the model the teachers also had more competency in managing Thai learning then before using the model with the statistical significance at the level of .05.