The Needs Assessment in Teaching Thinking Competency Development Based on the Concept of School as Learning Community for Private School Teachers in Chiang Mai Province
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Abstract
The research objective was to study the needs, problems and obstacles in teaching thinking competency development of private school teachers, using the process of joint lesson development through the professional learning community based on the concept of school as a learning community. The sample consisted of 251 higher secondary school teachers in private schools in Muang District, Chiang Mai Province in the academic year 2020, obtained by multistage random sampling. The research instrument was a 5-point rating scale questionnaire. The statistics employed in the analysis of data were frequency (f), percentage, mean (), standard deviation (S.D.), modified priority needs index (PNIModified) and content analysis.
The results showed that higher secondary school teachers in the private schools had the need to develop the teaching thinking competency to enable students to use mathematical knowledge in processing as the first priority (PNIModified = 0.32), followed by the development of teaching thinking competency to enable students to analyze causes of problems and formulate effective solutions (PNIModified = 0.29). This was followed by the development of teaching thinking competency to enable students to use language to convey ideas to others well (PNIModified = 0.26), and the teacher’s competency in human relations, emotional control, and open-mined came last in priority (PNIModified =0.12).The teachers recognized the importance of developing teaching thinking competency to enable students to use mathematical knowledge, analyze causes of problems and formulate solutions, and the ability to use language to convey ideas to others. Teachers needed teaching innovations to be criticized in order to develop more effective work. They needed to conduct learning activities through systematic thinking, to invent a variety of teaching materials, to focus on development of students' thinking, and they also realized the importance of developing teaching thinking competence by urging their schools to disseminate the school's teaching and learning management to other schools in Chiang Mai. In terms of major problems and obstacles in developing teaching competency, they were listed as follows: the teachers lacked knowledge and expertise in performing duties; they lacked skills and experience in teaching thinking; their workload was too big; they lacked cooperation from students and parents; and there was a lack of a good management system.
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