APPROPRIATING CHARACTERISTICS OF THE 21st CENTURY TEACHERS TO TRANSFORM THE THAILAND 4.0 POLICIES
Abstract
The use of both qualitative and quantitative data collection methods from a range of data sources provided of triangulation; observation, interview, and questionnaires to determine and administer on learning acknowledge managements for developing learning achievement of students with the appropriating characteristics of the 21-century teachers for strengthening the validity and reliability of the findings, which thus afforded a means of comparing data consistency, and regression validations for the purpose of investigating and comparing student’s perceptions and students’ attitudes of their teachers’ appropriating characteristics were designed. Using the Questionnaire on Teacher Characteristic (QTC) modified from the original Questionnaire on Teacher Interaction (QTI) - Australian 48-item version (Fisher, Fraser, & Wubbels, 1993) and students’ attitudes were assessed with a Test Of Characteristic-Related Attitude (TOCRA) modified from the original Test Of Science-Related Attitude (TOSRA) (Fraser, 1981) with a sample of 2,665 students from 105 schools throughout of Thailand of their 8 learning areas of 281 teachers’ appropriating characteristics in the 21-Century of Thailand 4.0 policies as a means of collecting empirical data, schools were randomly chosen from November 2015 to October 2016 of the Educational Service Office Area under the Office of Basic Educational Commission throughout of Thailand. It has found that each QTC scale differentiated significantly (p < 0.001) between classes. Cronbach's alpha reliability coefficients for the scales were adequate (0.78-0.87), while confirmatory factor analyses provided support for the theoretical framework behind the questionnaire (0.54-0.82 omitted). The authoritative profile was the most common characteristic style based on Thailand students' perceptions in their appropriating characteristics of the 21-century teachers. The multiple correlation R2 is significant for the QTC and considered associations with the TOCRA, and value indicates that 52% of the variance in students’ attitude. The memorizing learning areas of R2 value are higher than 50% and most of the appropriating characteristics of the 21-century teachers of eight learning areas, the R2 value indicate that less than 50%, especially; science and mathematics learning areas, and students in upper secondary level indicate that 12%. It was concluded that, if teachers’ appropriating characteristics in the 21-Century of Thailand 4.0 policies want to promote favourable student attitudes in their classes, they should ensure the presence of the former set of interpersonal characteristics.
Article visualizations:
Keywords
References
Aramnet, C. (2015-09-26). Bt8 bn sought to produce teachers over 15 years. The Nation. Retrieved 25 September 2015.
Addicott, R., McGivern, G., & Ferlie, E. (2006). Networks, Organizational Learning and Knowledge Management: NHS Cancer Networks. Public Money & Management 26 (2): [Online]. (Available): (2012) http://papers.ssrn.com/sol3/papers.cfm?abstractid=88 abstract_id=889992. [2012, January, 20].
Boyatzis, R. E., Boyatzis, R.E., Stubbs, E.C. and Taylor, S.N. (2002). Learning cognitive and emotional intelligence characteristics through graduate management education. Academy of Management Journal on Learning and Education. 1(2). 150-162.
Brekelmans, M., Wubbels, T., & Creton, H. (1990). A study of student perceptions of physics teacher behavior. Journal ofResearch in Science Teaching, 27, 335-350.
Brok, P, Den., Brekelmans, M., & Wubbels, T. (2004). Students’ perceptions of interpersonal aspects of the learning environment. Learning Environment Research. 6(1), 5 – 36.
Brown, R. (1965). Social psychology. London: Collier-Macmillan.
Cleesuntorn, A. (2016). Thai Education and the 21st century skills: A proposal for a new world of work. Retrieved on 26 October 2016 from http://www.thailandteaching.asia/threads/thai-education-and-the-21st-century-skills.63564/
Creton, H., & Wubbels, T. (1984). Ordeproblem bij beginnende leraren. [Discipline problems of beginning teachers]. Utrecht, The Netherlands: W.C.C.
Dunkin, M., & Biddle, B. (1974). The study of teaching. New York: Rinehart and Winston.
Fisher, D. L., & Fraser, B. J. (1990). SLEQ: School Level Environment Questionnaire. In Set: Research Information for Teachers (No.2, Item 5). Camberwell, VIC: Australian Council for Educational Research.
Fisher, D. L., Fraser, B. J., & Wubbels, T. (1993). Interpersonal teacher characteristic and school climate. In T. Wubbels, & J. Levy (Eds.), Do you know what you look like? Interpersonal relationships in education (pp. 103-112). London: Falmer.
Fisher, D. L., Henderson, D., & Fraser, B. J. (1995). Interpersonal characteristic in senior high school biology classes. Research in Science Education, 25, 125-133.
Fisher, D., Rickards, T. (1998). Associations between Teacher-Student International behoviour and Student Attitude to Mathematics. Mathematics Education Research Journal. Vol 10. No. 1, pp. 3-15.
Fraser, B. J. (1981). Test of science-related attitudes. Camberwell, VIC: Australian Council for Educational Research.
Fraser, B. J. (1994). Research on classroom and school climate. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 493-541). New York: Macmillan.
Fraser, B. J., & Walberg, H. J. (Eds.). (1991). Educational environments: Evaluation, antecedents and consequences. Oxford, UK: P~rgamon.
Gera, S., and Gu, W. (2004). The Effect of Organizational Innovation and Information Technology on Firm Performance. International Performance Monitor, 9, pp. 37-51.
Languepin, O. (2016). Thailand 4.0, what do you need to know? Thailand Business News. Retrieved on 15 September 2016 from https://www.thailand-business-news.com/economics/54286-thailand-4-0-need-know.html
Leary, T. (1957). An interpersonal diagnosis of personality. New York: Ronald-Press Company.
Levy, J., Creton, H., & Wubbels, T. (1993). Perceptions of teacher interpersonal characteristic. In Meeting of the American Educational Research Association, New Orleans.
McClelland, D.C. (1973). Testing for competence rather than for intelligence. American Psychologist, 28, 1-14.
Office of the National Education Commission, Office of the Prime Minister. National Education Act, B.E. 2542 (A.D. 1999), and Amendments of Second National Education Act B.E. 2545 (A.D. 2002). Bangkok: ONEC, 2545.
Office of the National Education Commission, Office of the Prime Minister. Education in Thailand 2004. Bangkok: OEC Publication, 2004.
Pilat, D. (2004). “The economic impact of ICT: A European Perspective.” Paper presented at a conference on IT Innovation, Tokyo.
Saentaweesook, S. (2013).Thai education and the 21st century skills: A proposal for a new world of work. Retrieved on 21 May 2013 from http://www.ajarn.com/blogs/ajarn-guests/21st-century-education
Santiboon, T. & Fisher D. L. (2005). Learning environments and teacher-student interactions in physics classes in Thailand. Proceedings of the Fourth International Conference on Physics, Mathematics and Technology Education Sustainable Communities and Sustainable Environments: Envisioning a Role for Physics, Mathematics and Technology Education, Victoria, Vancouver, Canada.
Secretariat Office of the Teachers’ Council of Thailand. Education Professional Standards. Bangkok: Kurusapha Publishers, 2548.
Secretariat Office of the Teachers’ Council of Thailand (2003). The teachers and educational personnel council. Bangkok: Kurusapha Publishers, 2003.
Tantranont, Nuttiya (2009) Continuing professional development for teachers in Thailand. PhD Thesis, University of Warwick.
Thailand Business News. (2016). Thailand 4.0. Retrieved on 21 May 2013 from https://www.thailand-business-news.com/
UNESCO Principal Regional Office for Asia and the Pacific. (2015). Education for 21st century: Asia-Pacific perspectives. . Retrieved on 15 November 2015 from http://www.unesco.org/education/pdf/15_15.pdf
Watzlawick, P., Beavin, J., & Jackson, D. (1967). The pragmatics of human communication. New York: Norton.
Wubbels, T. (1993). Teacher-student relationships in science and mathematics classes (What research says to the science and mathematics teacher, No. 11). Perth: National Key Centre for School Mathematics and Mathematics, Curtin University of Technology.
Wubbels,T., Brekelmans, M., Creton, H., & Hooymayers, H. (1990). Teacher behavior style and learning environment. In H. C. Waxman & C. D. Ellett (Eds.) The study of learning el1pironments (Vol. 4, pp. 1-12). Houston, TX: University of Houston.
Wubbels, T.,Brekelmans, M., & Hooymayers, H. (1991). Interpersonal teacher behavior in the classroom. In B. J. Fraser, & H. J. Walberg (Eds.), Educational environments: Evaluation, antecedents and consequences (pp. 141-160). Oxford, UK: Pergamon.
Wubbels, T., Creton, H. & Holvast, A. J. (1988). Undesirable classroom situations. Interchange, 19(2), 25-40.
Wubblels, T., Creton, H. A., & Hooymayers, H. P. (1985, March'!:.April). Discipline problems of beginning teachers: Interactional teacher characteristic mapped out. Paper presented at Annual Meeting of the American Education Research Association, Chicago.
Wubbels, T., Creton, H. A., & Hooymayers, H. P. (1992). Review of research on teacher communication styles with use of the Leary model. Journal of Classroom Interaction, 27, 1-12.
Wubbels, T., & Levy, J. (1991). A comparison of interpersonal characteristic of Dutch and American teachers. International Journal of Intercultural Relations, 15, 1-18.
Wubbels, T., & Levy, J. (Eds.). (1993). Do you know what you look like? Interpersonal relationships in education. London: Falmer.
DOI: http://dx.doi.org/10.46827/ejes.v0i0.709
Refbacks
- There are currently no refbacks.
Copyright (c) 2018 Toansakul Santiboon, Paisan Ekakul
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
