Needs Assessment of Functional Competency Development of Teachers under the Secondary Educational Service Area Office Samut Prakan

Abstract

This research aimed to assess the priority needs of functional competency development of teachers under the Secondary Educational Service Area Office Samut Prakan. The samples were 328 teachers under the Secondary Educational Service Area Office Samut Prakan. The sample size was determined using the Krejcie and Morgan’s table with confidence level at 95% and using multi-stage random sampling. The research instrument was a 5-rating scale questionnaire. Data analysis was conducted using the mean, standard deviation, and modified Priority Needs Index (PNI_modified).

              The findings revealed that, overall, teachers had the highest priority needs for functional competency development through off-the-job development (PNI_modified = 0.25), followed by on-the-job training (PNI_modified = 0.24). When considering each major aspect, it was found that 1) For on-the-job training, teachers had the highest priority needs for functional competency development through coaching and mentoring (PNI_modified = 0.26). 2) For off-the-job development, teachers had the highest priority needs for functional competency development through further education (PNI_modified = 0.32). When analyzing specific sub-aspects, the findings were 1) For on-the-job training, the highest priority need was functional competency development through coaching and mentoring in curriculum and learning management (PNI_modified = 0.40), followed by coaching and mentoring in research for learner development (PNI_modified = 0.37). 2) For off-the-job development, the highest priority need was functional competency development through further education in curriculum and learning management (PNI_modified = 0.32), followed by field trips in research for learner development (PNI_modified = 0.31) and further education in research for learner development (PNI_modified = 0.31).