Abstract
The purpose of this research was to develop a model to improve the teaching efficiency of religious teachers in Islamic private schools in the three southernmost provinces of Thailand using mixed research methods in an exploratory sequential design. Results showed that all six components of teacher efficiency were at unacceptable level and need to be improved urgently. In addition, an institution which has the specific purpose of improving the teaching efficiency of religious teachers should be established under the administration of all stakeholders in the region.
Highlights
The three southernmost provinces of Thailand are Pattani, Yala, and Narathiwat
To obtain a more detailed understanding of the results from the quantitative study, the researchers invited 22 religious teachers who had been teaching in Islamic private school and/or working in the three southern border provinces of Thailand for at least 10 years and the participants agreed to the group conversation being tape recorded
Stakeholders on Islamic studies and Islamic private schools such as school administrators, experienced teachers, educators and instructors in local university were invited to participate in this focus group
Summary
The three southernmost provinces of Thailand are Pattani, Yala, and Narathiwat. The majority of the population in this area is Muslim and the area has a social structure which is different from other parts of Thailand. Since most of the population in this region are Muslim, their culture and way of life are different especially in regards to education, and most people prefer their children to attend Islamic private schools rather than government schools because they want them to undertake Islamic studies rather than general education (Abdul-kadeh, 1987). The curriculum varies depending on the individual Tokguru Nowadays, these schools are registered under the Private Education Act (1982) and offer two types of educational programs, a religious program (Islamic Studies only) and a combined program (both Islamic Studies and general education) (Office of Private Education Commission, 1985). 2) Management of learning process based on procedural 3.754 .882 skills. 3)Management of learning process based on scientific 3.750 .952 findings. 4) Management of learning process based on principle.
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