Abstract
This research aimed to analyze the Latent Group Profile, hereafter (LPA) of good teacher characteristics’ in the 21st century in the Northeastern region of Thailand. The samples were 4 groups, viz; 10 expert teachers for interviewing on the draft of the variable to develop the indicators; 12 teachers who won Guru Awards from Teachers Council for in-depth interviewing and use the data to adjust the variable to confirm good teacher characteristics’ in the 21st century in a real situation. 1,103 primary school teachers in the Northeastern region were random from 11 provinces and were selected by applying multi-stage sampling technique and employed them for second-order confirmatory factor analysis. The research instrument was a set of 71 items questionnaire focusing on the good teacher characteristics’ in the 21st century. The reliability of the questionnaire was at 0.933 and the discrepancy was between 0.264 - 0.696. The research findings revealed that, the LPA had 3 models, and the numbers of the groups in each model were 2, 3 and 4, respectively. When considering the probability that the classification was the most accurate (E_k), it was the model with 2 groups (likelihood = -7138.381, AIC = 14344.763, BIC = 14514.960, ABIC = 14406.967, E_k = 0.954). The proportion of the teachers in the LPA group 1 were 483 teachers, who were being a good role model for the learners (43.79%) and the LPA group 2 were 620 teachers, who believed in good values (56.21%). Key words: Latent profile analysis, indicators, exploratory analysis, confirmatory factor analysis, the good teacher characteristics’ in the 21st century.
Highlights
The goal of educational management is to develop learners, not just only educating learners, and developing the learners’ knowledge, thinking, work skills, ethics, social and mental capacity-solving complex problems (Sayamkammajon Foundation, 2016)
Results of the LPA of the good teacher characteristics’ in the 21st century of the teachers in the Northeastern region of Thailand according to the standards and indicators revealed that the teachers could be divided into two groups: the group of the 483 teachers who have been the good role model for the learners with the mean range from 75.96 to 83.44% and the group of 620 teachers who believe in the good value with the mean range from 90.82 to 97.66%
It was found that the LPA could clearly categorize the learning behavioral problems into two groups namely; a group of the learners with a high learning behaviors and a group of learners with low learning behaviors. It was consistent with Sunan and Boonchoom (2015) who studied on the LPA of good citizenship of the students of Rajabhat University in the northeastern region; the results revealed that there were 3 models of the LPA according to the indicators that the researcher studied
Summary
The goal of educational management is to develop learners, not just only educating learners, and developing the learners’ knowledge, thinking, work skills, ethics, social and mental capacity-solving complex problems (Sayamkammajon Foundation, 2016). These changes have caused a direct impact on the way of life in both positive and negative aspects of the teachers’ characteristics that cannot be ignored or avoided. The teachers’ life goals have changed; they focus on the objects, their honor, their stability and all of these have caused the teachers a lot of debt (Wichit, 1999, cited in Kurutham, 1985). The educational organizations need to adapt themselves to be a learning organization
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