บทบาทของครูตามการรับรู้ของตนเองในการปลูกฝังค่านิยมอันพึงประสงค์ ให้แก่นักเรียนชั้นประถมศึกษาในจังหวัดฉะเชิงเทรา / นภวรรณ มายะการ = Teachers' roles as perceived by themselves in inculcating desirable values in elementary school students in Chachoengsao province / Noppavan Mayakarn
Purposes: 1. To study the teachers’ roles in cultivating desirable values to elementary school students in Chachoengsao province. 2. To compare teachers’ roles in cultivating desirable values, classified by their sex, levels of education, teaching experiences and class levels taught. Procedures: The instruments used in this study were the questionnaire for teachers and the Interview form for students. The instruments were tried out and revised. The reliability of the questionnaire was 0.93. The questionnaire was used with 486 classroom teachers and 48 students in the elementary school in Chachoengsao province. Ninety-three per cent of the questionnaires and 100% of the Interview forms were returned for the analysis. Data were analyzed by using percentage, mean, standard deviation, z-test, one way analysis of variance and F’- test. Results: Teachers who were Samples of the study performed their roles in inculcating the values in self-discipline, truth and economy at the level. The conclusions derived from z-test so as to compare the roles of teachers with different sex, academic degrees and teaching experiences. The results were 1. When comparing the roles of male and female teachers, it was found that: 1.1 There was no significant difference at the .05 level in roles performance in inculcating the values in self-discipline between male and female teachers. 1.2 There was significant difference at the .05 level in roles performance in inculcating the values in truth. Male teachers performed their roles in inculcating the values more than female teachers. 1.3 There was significant difference at the .05 level in roles performance in inculcating the values in economy. Male teachers performed their roles in inculcating the values more than female teachers. 2. When comparing the roles of teachers with different academic degrees, it was found that there was significant difference at the .05 level in roles performance in inculcating the values in self-discipline, truth and economy. Teachers of bachelor’s degree or higher than bachelor’s degree performed their roles in inculcating all values more than teachers of lower bachelor’s degree. 3. When comparing the roles of teachers with different teaching experiences, it was found that: 3.1 There was significant difference at the .05 level in roles performance in inculcating the values in self-discipline. Teachers with over ten years of teaching experience performed their roles in inculcating the values in self-discipline more than teachers with less than nine years of teaching experience. 3.2 There was no significant difference at the .05 level in roles performance in inculcating the values in truth between teachers with different academic degrees. 3.3 There was no significant difference at the .05 level in roles performance in inculcating the values in economy more than teachers with less than nine years of teaching experience at the .05 level of significance. 4. When comparing the roles of teachers who teach in different class levels, it was found that there was no significant difference at the .05 level in roles performance in inculcating the values in self-discipline, truth and economy.
