Components of Intercultural Teaching Competence Among Traditional Thai Dance Teachers in Schools, Samut Sakhon Province
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Abstract
In the context of Samut Sakhon Province, which is characterized by ethnic and cultural diversity, the instructional design of traditional Thai dance presents both challenges and constraints for teachers. These include issues related to communication, comprehension, beliefs, and diverse values. This study is therefore significant in identifying and conceptualizing the essential components of intercultural teaching competency necessary for fostering a learning environment that promotes shared understanding and respect for differences.
This research aimed to examine the components of intercultural teaching competency among traditional Thai dance teachers in Samut Sakhon schools. A mixed-methods approach, combining both quantitative and qualitative data collection, was employed. Key informants included: (1) 47 traditional Thai dance teachers affiliated with the Samut Sakhon Primary Educational Service Area Office, and (2) 10 individuals involved in the research, including the Director of the Supervision, Monitoring, and Evaluation Division; supervision teams; school directors; and traditional Thai dance teachers in Samut Sakhon Province. The research instruments included: (1) an interview protocol designed to explore components of intercultural teaching competence, and (2) a competency assessment form focused on the same construct. Confirmatory Factor Analysis (CFA) was conducted using the LISREL program, and model fit was assessed through statistical indices including chi-square (χ²), Goodness of Fit Index (GFI), Adjusted Goodness of Fit Index (AGFI), Comparative Fit Index (CFI), and Root Mean Square Error of Approximation (RMSEA).
The findings revealed that the intercultural teaching competency of traditional Thai dance teachers in Samut Sakhon schools comprises four main components: intercultural knowledge, instructional management skills, positive attitudes, and professional development, with a total of 15 indicators. The second-order confirmatory factor analysis showed consistency with empirical data ( x ² = 413.54, df = 252, p = 0.522, GFI = 0.98, AGFI = 0.99, CFI = 0.98, RMSEA = 0.0421). All factor loadings were statistically significant (p < 0.001), confirming that the model is theoretically sound and reliable for assessing intercultural teaching competence among traditional Thai dance educators in this context.
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