Assessment of Creative Self-Management of Early Childhood Education Pre-service Teachers during Practicum at Ramkhamhaeng University
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Abstract
his article aims to 1) study the current and desirable states of creative self-management, and 2) study the needs for creative self-management in each aspect among final-year students majoring in Early Childhood Education, Faculty of Education, Ramkhamhaeng University. This research is a quantitative study that collects data through questionnaires from a sample of 76 final-year students majoring in Early Childhood Education at the Faculty of Education, Ramkhamhaeng University, for the academic year 2025. General information about the respondents was analyzed using frequency distributions and percentages. The current and desirable states of creative self-management were then analyzed using the Priority Needs Index Modified (PNI Modified). The research findings revealed that:
1) The actual state of creative self-management among final-year students majoring in Early Childhood Education, Faculty of Education, Ramkhamhaeng University, is generally at a high level ( = 4.18). When considering each aspect, the actual state had a high mean, whereas the desirable states had a low mean. Overall, the desirable states condition was at the highest level (
= 4.86). When considering each aspect individually, the desirable states condition across all aspects had the highest average score.
2) The results of prioritizing the needs for creative self-management among final-year students majoring in Early Childhood Education, Faculty of Education, Ramkhamhaeng University, revealed that students had needs in all areas. The area with the highest level of need was Self-monitoring (PNI = 0.21), followed by Self-assessment (PNI = 0.16), goal setting (PNI = 0.15), and Self-evaluation (PNI = 0.13), respectively.
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