Abstract
The purpose of this research was to study the environment and guidelines of administration to develop innovators among secondary science teachers at Saint Gabriel's Foundation, Thailand. Quantitative and qualitative researches were used and research tools were questionnaires and open-ended questions. The data has been gathered from 11 secondary school directors, 110 staff at the management level and 149 secondary science teachers at Saint Gabriel's Foundation, Thailand in the academic year 2020. The quantitative data was analyzed by descriptive statistic, whereas content analysis was used to analyze qualitative data. Results indicated that strengths of the environment to develop innovators among secondary science teachers were school systems, management styles of directors, creativity skills of teachers, critical thinking skills, information technology and communication skills, share value, participatory work and teamwork. The weaknesses were school strategies and structures obstructing innovator development of teachers, lack of innovative process knowledge, and entrepreneurial and financial skills. The opportunities were technological advancement, social and political conditions that affected the development of innovators. The threat was the slowdown of economic conditions of students’ families and communities. According to the study, the five guidelines for the development of innovators among secondary science teachers, developing school strategies, developing school structure, promoting teacher innovator development, learning and coaching, and networking were found.
Highlights
Innovation is an important factor of the determinant of competitiveness and national progress
The promotion of new policy of Thailand 4.0 which is consistent with the 12th National Economics and Social Development Plan (2017-2021) [2] focuses on the urgent necessity of using science knowledge, technology, and innovations which is less operated in the present to enhance the competitive ability, the value chain of agricultural production, industries, and services
Thailand encounters an issue of quality on all sides such as people, educations, public services and public services
Summary
Innovation is an important factor of the determinant of competitiveness and national progress. Many countries have adopted national strategic roadmaps to foster innovation and enhance its economic impact [1]. Thai society has been changed to knowledge-based learning and innovations. The promotion of new policy of Thailand 4.0 which is consistent with the 12th National Economics and Social Development Plan (2017-2021) [2] focuses on the urgent necessity of using science knowledge, technology, and innovations which is less operated in the present to enhance the competitive ability, the value chain of agricultural production, industries, and services. The vision “All Thai are able to access to quality education and lifelong learning, live happily consistently with sufficiency economy philosophy and the 21st century world changes” is valued. To achieve the visions and aims of the educational management, 2 goals have been set in the National Scheme of Thai Education. The first goal is Learner Aspiration aiming to develop every learner with the 21th century characteristics and learning skills (3Rs 8Cs), and 5
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