PROFESSIONAL DEVELOPMENT MODEL TO ENHANCE TEACHER COMPETENCY IN DESIGNING EDUCATION INNOVATIONS USING LOCAL IDENTITY TO PROMOTE CREATIVITY AND INNOVATION ABILITIES OF JUNIOR HIGH SCHOOL STUDENTS

Abstract

This research aimed to: 1) study and analyze the fundamental data for developing a professional development model, and 2) develop a professional development model to enhance teachers’ competencies in designing educational innovations using local identity to promote the creativity and innovation abilities of junior high school students. The research follows a research and development (R&D) methodology with the following steps: Step 1: Studying and analyzing the fundamental data for model development. Research instruments included document analysis and data collection from purposively selected participants. Five experts and 18 school administrators were interviewed using a structured interview protocol. The questionnaire respondents consisted of 76 teachers and 313 lower secondary students. Step 2: Developing the model, data from Step 1 was utilized to draft the model. The developed model was assessed for quality through a focus group discussion with nine experts. The research instrument was a set of discussion issues, and the data were analyzed by content analysis. The findings revealed that:

1. From the study and analysis of fundamental data, the professional development model should utilize professional learning communities to enhance teachers’ ability to design educational innovations that integrate local identity through learner-centered activities. The model consists of five steps: analyzing data and needs, setting shared goals, planning and selecting development techniques, implementing development through coaching and mentoring, and evaluating and reflecting on results.


2. The professional development model consists of five components: (1) Principles: The professional development model is a systematic procedure among teachers, administrators, and educational personnel to enhance teachers’ competencies in designing educational innovations that integrate local identity to promote students’ creativity and innovation; (2) Objectives: To develop teachers’ ability to design educational innovations using local identity and to enhance students’ creativity and innovation; (3) Professional Development Process: A five-step process includes Step 1: collaboratively study and analyze the issues, Step 2: work together to establish objectives, Step 3: jointly choose approaches for professional development, Step 4: engage in professional growth collectively, and step 5 cooperate in assessing outcomes; (4) Measurement and Evaluation: Assessment of teachers' competencies in designing educational innovations and students’ creativity and innovation abilities; and (5) Supporting Factors: School administrators should prioritize professional development by fostering collaboration among teachers, administrators, and educational personnel. Additionally, teachers should have knowledge and understanding of educational innovation design, coaching, and technology use for self-development. Furthermore, the experts commented that the developed model is useful and can be used to encourage teachers to integrate local identities in creating educational innovations to enhance students’ creativity and innovation skills.