Educational Innovation and Innovator Development Model in schools under the Office of the Basic Education Commission, Chaiyaphum Province

Abstract

This study aimed to: (1) investigate the current and desirable conditions, as well as the priority needs index (PNI) for developing educational innovation and educational innovators; (2) develop a model for such development; (3) examine the effects of implementing the model; and (4) evaluate the model’s effectiveness. This research employed a research and development (R&D) approach consisting of four phases.                 In Phase 1, data were collected from a sample of 368 participants to examine the current and desirable conditions. In Phase 2, the model was validated for accuracy and appropriateness by nine experts. In Phase 3, the model was implemented with a sample of 32 participants. In Phase 4, the model’s effectiveness was evaluated by 12 stakeholders. The research instruments included a questionnaire on current and desirable conditions, a knowledge test, an innovator behavior assessment form, and a model effectiveness evaluation form. Data were analyzed using mean, standard deviation, PNI, paired-samples t-test, and effect size. The findings revealed that: (1) the current condition was at a moderate level, whereas the desirable condition was at a high level, with two priority needs identified for further development; (2) the developed model comprised six components—principles, objectives, content, development process, measurement and evaluation, and success conditions—and demonstrated high levels of accuracy and appropriateness; (3) after implementation, teachers’ knowledge and innovator behaviors significantly increased at the .05 level, with the model showing a strong developmental effect; and (4) The model’s effectiveness, in terms of feasibility and utility, was rated at the highest level.