Approaches for Teacher Development of Islamic College of Thailand Based on The Concept of Teacher’s Participation
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The objectives of this study were 1) to study the current state and the desirable state of teacher development of Islamic College of Thailand based on the concept of teacher’s participation and 2) to propose approaches for teacher development of Islamic College of Thailand based on the concept of teacher’s participation. This study employed the descriptive research. 93 respondents were the principal, vice-principals and teachers of Islamic College of Thailand. The research instruments were the questionnaires and appropriability and possibility of evaluation form. Statistics used for data analysis included frequency distribution, mean, standard deviation, percentage and modified priority needs index. The research findings were as follows: 1) the current state of teacher development of Islamic College of Thailand based on the concept of teacher’s participation were, overall, at moderate level. (x̄=2.59, S.D.=0.69) The desirable state of teacher development of Islamic College of Thailand based on the concept of teacher’s participation were, overall, at high level. (x̄=4.45, S.D.=0.51) When considering each aspect, the desirable state is higher than the current state in all aspects. The priority needs index of teacher development of Islamic College of Thailand based on the concept of teacher’s participation were the highest need being the participation in the solution (PNImodified=0.758), followed by the participation in thinking (PNImodified=0.728) and the work participation (PNImodified=0.682) respectively. 2) Approaches for teacher development of Islamic College of Thailand based on the concept of teacher’s participation were divided into 3 approaches (1) Developing teacher’s participation in problem solving through On the job Development consisted of 4 methods. (2) Developing teacher’s participation in thinking through On the job Development consisted of 3 methods. (3) Developing teacher’s participation in working through Blended Learning Development consisted of 3 methods.
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