The Guidelines for Promoting Teachers’ Functional Competency in the 21st Century Under Samut Songkhram Primary Educational Service Area Office

Abstract

The objectives of this research were 1) to study the teachers’ functional competency in the 21^st century, 2) the compare teachers' functional competency in the 21^st century classified by gender, educational level, work experience, and school size, and 3) to study guidelines for promoting teachers’ functional competency in the 21^st century under Samut Songkhram Primary Educational Service Area Office. The sample consisted of 5 school administrators and 234 teachers. The research instrument were interview form and questionnaires with content validity, IOC values .67 - 1.00, a reliability values of .97. The data were analyzed by using frequency, percentage, mean, standard deviation, t-test, One-way ANOVA, LSD and content analysis. 
The results of the research were as follows: 
1) the teachers’ functional competency in the 21^st century was at a high level, the highest average is student development, Classroom Research teachers, Leadership and building relationships and collaboration with communities for learning management, 
2) the opinion of teachers’ functional competency in the 21^st century classified by gender, educational level, work experience, and school size were statistically significant differences at the .01 and .05, while the differential in work experience were not 
differential in overall and particular aspect
3) the guidelines for promoting teachers’ functional competency in the 21^st century for school administrators should be promoting learning management, Student Development, Classroom Research teachers, Analysis, Synthesis, Classroom Research teachers, Leadership, building relationships and collaboration with communities for learning management incorporate these competencies into their strategies to support and develop teachers effectively.