A TEACHER DEVELOPMENT MODEL FOR ENHANCING SPEAKING COMMUNICATION SKILLS IN ENGLISH OF STUDENTS AT SANGWANICH UPATHAM MUNICIPAL SCHOOL UNDER MUEANG SAMUTSONGKHRAM MUNICIPALITY

Abstract

The purposes of this research were to 1) develop a teacher development model to enhance speaking communication skills in English of students at Sangwanich Upatham Municipal School under Mueang Samutsongkhram Municipality, 2) examine the effects after the implementation of the developed model. The target groups in this two-stage research, obtained through purposive sampling, were divided into two groups: The target group in Stage I included one administrator, and ten teachers, and the target group in Stage II included 100 students from Prathomsuksa 1 to 6 in the 2023 academic year. The tools for data collection comprised 1) the feasibility assessment forms with a consistency between 0.67 and 1.00, 2) the English proficiency test of teachers, with a consistency between 0.67 and 1.00, 3) the students' English-speaking skills assessment, with a consistency between 0.67 and 1.00. The statistics used for data analysis were t-test, mean, standard deviation, and content analysis.

The research results were as follows:

1. The teacher development model to enhance speaking communication skills in English of students at Sangwanich Upatham School under Mueang Samutsongkhram Municipality consisted of five components: 1) principles, 2) objectives, 3) content structure, 4) implementation process with the NPIE development process: a study of problem conditions and needs for development (Need), development planning (Plan), developmental performance (Implementation), and monitoring and evaluation (Evaluation), and 5) measurement and evaluation. The developed model was validated and reached the specified criteria for assessing its feasibility for further implementation at the highest level.

2. The effects after the implementation of the developed model revealed that teachers’ English proficiency after the intervention was significantly higher than that before the intervention at the .01 level of significance, with an average English proficiency score after the intervention increased by 25.67 percent, and the student English speaking skills after the intervention significantly higher than those before the intervention at the .01 level of significance, with the average score after the intervention increased by 27.34 percent.