A Model for Knowledge Management for Teacher Development on Virtues and Ethics, Tetsaban 3 School (Ban Bo School), Mueang Kanchanaburi Municipality, Kanchanaburi Province

Abstract

The objectives of this research were to 1) study the needs for developing teachers through knowledge management, 2) propose a model for teacher development on virtues and ethics, 3) evaluate an appropriateness level of the model for teacher development on virtues and ethics, 4) develop the model for teacher development on virtues and ethics, 5) study the results of teacher development on virtues and ethics after implementing the model with the teachers of Tetsaban 3 School ( Ban Bo School), Mueang Kanchanaburi Municipality, Kanchanaburi Province. The research sample consisted of 55 teachers selected in the academic year of 2015 through the purposive sampling method including 4 school administrators, and 51 teachers. The research procedure was divided into 4 phases. Phase 1 was on a content analysis of knowledge management for teacher development using a five-rating scale questionnaire to explore the needs for teacher development and analyzing the obtained data to determine statistical mean and standard deviation. A model for knowledge management for teacher development on virtues and ethics was subsequently drafted. In Phase 2, a drafted model for teacher development on virtues and ethics was proposed for con- sideration in a focus group of 10 experts. Phase 3 was concerned with the model implementation, evaluation and development. The proposed model was implemented with the sample group using a five-rating scale questionnaire to evaluate the appropriateness of the model and the data were analyzed to find statistical mean and standard deviation. The model was developed in a focus group of 24 co-researchers. Phase 4 was studying the results of teacher development on virtues and ethics after implementing the developed model for knowledge management with the same sample group. The follow-up method was done through investigating reflective thinking and behavioral changes on virtues and ethics , and an in-depth interview of 24 co-researchers. The research results revealed that the teachers’ needs in teacher development on virtues and ethics using the model for knowledge management was at the highest level. The model consisted
of 6 steps including 1), knowledge identification, 2) knowledge exchanges, 3) knowledge creation,
4) knowledge storage, 5) knowledge utilization, and 6) knowledge evaluation. As for the appropri- ateness of the model for knowledge management for teacher development on virtues and ethics at Tetsaban 3 School (Ban Bo School),Mueang Kanchanaburi Municipality, Kanchanaburi Province, the result indicated that as a whole, it was appropriate at a high level, but the third step of the model was modified from knowledge creation to knowledge acquisition. It was also found out that Teachers’ behavioral changes on virtues and ethics were improved in every aspect. Moreover, knowledge management for teacher development on virtues and ethics needed an operation of knowledge management network; namely, collaboration, interaction, communication as development mechanism, as well as vision, leadership, and teamwork as supplementary factors to bring more success to knowledge management.