The Teacher Development Model for the English Teaching and Learning Management Skills in the 21st Century of the Primary Schools in the Lower Northeastern Region

Abstract

The purpose of this research aimed 1) to study the elements, the needs and the guidelines of the teacher Development model for the English teaching and learning management skills in the 21st century of the primary in the lower Northeastern region 2) to construct the teacher Development model for the English teaching and learning management skills in the 21st century of the primary in the lower Northeastern region and 3) to evaluate the teacher Development model for the English teaching and learning management skills in the 21st century of the primary in the lower Northeastern region. The sample used in the study consisted of 3 phases as follows: Phase 1, were divided into step for 602 administrators and teachers and 8 administrators and teachers for in-depth interview, Phase 2, to examined the model by a group of 9 experts for focus group discussion, and phase 3; to evaluate suitability, possibility, and usefulness by 20 stakeholders interviewing was done for data collection. The instrument used for this research were observation form, questionnaire, semi-structured interview, and focus group interview. The statistics used for data analysis were percentage, mean, standard deviation, modified priority needs index, and content analysis. 

The results of this research were as follows. 

1. to study the elements, the needs and the guidelines for the English teaching and learning management skills in the 21st century of the primary schools consisted of 5 elements: instructional design, positive classroom management, child center learning, using materials of digital technology and educational innovation, and measurement and evaluation as overall were at high level of the suitability evaluation. 
2. to construct the teacher Development model for the English teaching and learning management skills in the 21st century of the primary schools was as follows: principle, objective, procedure, evaluation and success conditions as overall were at high level of the suitability and possibility evaluation.

3. to evaluate the teacher Development model for the English teaching and learning management skills in the 21st century of the primary schools, the result of evaluation for suitability, possibility and utility was at the highest level in overall.