DEVELOPMENT GUIDELINE FOR EDUCATIONAL INNOVATORS FOR TEACHERS IN SCHOOL UNDER NONGKHAI SECONDARY EDUCATIONAL SERVICE AREA

Abstract

The purpose of this research was 1) to study the current and desired condition as well as essential requirements for the development guidelines for educational innovators for the teacher under the Nong Khai Secondary Educational service area.  2) To identify the development guidelines for educational innovators for the teacher under the Nong Khai Secondary Educational service area.  Phase one: the current and desired condition as well as essential requirements for the development guidelines for educational innovators for the teacher under the Nong Khai Secondary Educational service area, were examined. The sample group consisted of 19 educational institution administrators and 266 teacher and educational personnel, with a total of 285 participants. The sample size was determined using Krejcie and Morgan’s table.

The research instrument used was a questionnaire with a five-point rating and reliability coefficient of 0.98. Phase two: this part employs a Connoisseurship method, utilizing a purposive sample of 12 experts. A panel of 12 experts, encompassing four distinct domains with a total of 40 guidelines, was established. These domains are delineated as follows: Creative Skills, comprising 10 guidelines; Learning and Problem-Solving Skills, also comprising 10 guidelines; Content Knowledge and Practical Skills, with 10 guidelines; and Observation Skills, which likewise includes 10 guidelines.

            The research findings indicate that 1) the current condition is generally at a high level, while the desired condition is at the highest level. The overall necessity index ranges between 0.029 and 0.044. 2)The development guidelines for educational innovators for the teacher under the Nong Khai Secondary Educational service area include creative skills, learning and problem-solving skills, content knowledge, practical skills, and observational skills.