Abstract
This research focuses on synthesizing concepts and needs for the development of teachers' competencies and studying the performance in accordance with the development model of competencies for teachers of the Early Childhood Development Center with application of empowerment evaluation. The research was divided into 3 stages. In the first stage, the needs for the developments of teachers’ competencies were investigated. The informants were 274 teachers and 10 educators and directors of Division of Education Religious and Culture. The research instruments were questionnaire and interview form. In the second stage, the development model which was verified by 5 experts. In the third stage, the evaluation of performance in accordance with the development model of 30 teachers and 5 supporters and researchers was conducted. The research instruments were test, observation form, questionnaire, and interview form. The quantitative research used statistics to analyze for mean, standard deviation, t-test, and Modified Priority Need Index while the qualitative research used content analysis approach. The research findings revealed that teachers’ needs for functional competency development showing its priority need index from 0.336 to 0.416. In addition, the educators and the directors of Division of Education Religious and Culture showed their needs to develop teachers’ functional competencies. Moreover, the development model of competencies for teachers consisted of 6 components: Basic concepts and principles, objectives, expected outcomes, training activity content, training activity process, and evaluation. The teachers’ mean scores of post-training were higher than pre-training at statistical significance level of 0.01. Key words: Early Childhood Development Center, local administrative organization, competencies, empowerment.
Highlights
(2) Current situation and needs for self-development were investigated in terms of functional competencies for teachers of the Early Childhood Development Center, educators, and directors of Division of Education Religious and Culture under the local administrative organization. (a) Creating and developing questionnaire and interview questions based on related concepts, theories, and studies. (b) Investigating current situation and needs for self-development in terms of functional competencies for teachers of the Early Childhood Development Center by using questionnaire
Stage 1 (1) The first stage shows the result of concept and theory synthesis from documents, texts, and studies related to empowerment in working and empowerment evaluation in order to gain background information for creating an initial development model of competencies with application of empowerment evaluation
The process of selfempowerment comprises 8 steps: formulation of work standards and strategies, assignment, development and training by educating or passing on knowledge, feedback, appreciation or acceptance of mistakes, evaluation, improvement, and conclusion. (b) Empowerment evaluation refers to the use of concepts, techniques, and findings obtained from evaluation to improve operation and self-determination
Summary
The local administrative organization has to be in charge in performing educational mission as the first standard and qualified educational institution responding thoroughly to community in terms of childhood education administration of 2 to 5-year-old children according to the authority and intention of the government (Department of Local Administration, 2017). Efficiency, and effectiveness of educational management, teacher is very important as an administrative resource in achieving the success of organizational activity operation. Personnel have to possess knowledge, skills, abilities, and characteristics that are important to their operation, and they have to have cooperation and teamwork to get efficiency of work (Smithikrai, 2015)
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