การศึกษาการปฏิบัติงานของครูที่ได้รับรางวัลในโรงเรียนประถมศึกษา สังกัดสำนักงานคณะกรรมการการประถมศึกษาแห่งชาติ / กัญญารัตน์ ขอบคุณ = A study on task performance of awarded teachers in elementary schools under the Office of the National Primary Education commission / Kanyarat Khobkoon
The purpose of this research is to study the awarded teachers’ task performance and time spent in performing the task in elementary schools under the Office of the National Primary Education Commission. The study focuses on teaching process, student’s development, self-development, school development, knowledge service to others, and relationship with the community. The samples for this research were 30 school administrators, 281 awarded teachers and 60 elementary school students. Tools used in the research were questionnaire, interview forms and observation form. The data was analyzed by frequency and percentage. The results found that awarded teachers were successful in achieving six goals laid down by the Education Reform policy. These goals are responsibility, devotion and sacrifices to focus on their teaching. They provided student – centered learning activities, organized student development activities according to student’s interests, together with planned and functioned to develop the school by concentrating the benefit of the whole. Furthermore, they had self-development, provided knowledge service to others by developing network teacher, and build up the good relationships with the community. The awarded teachers had task performance in six aspects as follows : (1) Teaching process : teachers prepared lessons before classes. They proceeded a series of teaching and learning activities focusing on authentic performance, skills, thinking processes and problem solving skills. Morals and ethics were added in every subject. Activities included small group’s discussions, debates and integration teaching methods. The community was used as the knowledge resource and the research was considered as one of the teaching and learning process. Moreover, they use new instructional materials, measure student’s learning process from observation and output evaluation. Let the student participate and teachers perform as good models. (2) Student’s development : teachers arrange a variety of extra-curricular activities according to students’ interests. Students participate in planning and carrying out the activities. (3) Self-development : teachers attended academic convention and seminars participations, field trips, attended in-service training, did research and published academic work for dissemination. (4) School development : teachers did academic affairs and cooperated to plan and evaluate projects by participate in planning and concentrating the benefit of the whole. (5) Knowledge service to others : teachers development network teachers, suggesting the knowledge and becoming as the guest speakers for the other teachers. (6) Relationships with the community : teachers made a relationship and provided cooperation between school and community and participated in traditional events of the community when opportunity come. Time spent of awarded teachers : they have assigned instruction 21-25 hours per week and spent 1-5 hours per week planning how they will achieve their six goals. They used time after school in remedial teaching and development student, spent time at weekends to focus on self-development and extend knowledge service to others. And used time both after school and weekends to manage school development and build relationships with the community.
