The Relationship Between Perceived Competence and Actual Competence in Conducting Classroom Action Research Among Teachers: A Case Study of Schools Under the Ratchaburi Primary Educational Service Area Office 2
Keywords:
Perceived Competence, Classroom Action ResearchAbstract
This research aimed to: 1) investigate the level of teachers’ perceived competence in conducting classroom action research in schools under the Ratchaburi Primary Educational Service Area Office 2, 2) examine the actual competence of teachers in conducting classroom action research in the same schools, and 3) explore the relationship between perceived competence and actual competence in conducting classroom action research. The population consisted of 54 teachers in schools under the Ratchaburi Primary Educational Service Area Office 2. The sample comprised 16 teachers from schools under the Ratchaburi Primary Educational Service Area Office 2, who were selected by simple random sampling. The statistics employed in the study included mean ( ) and standard deviation (SD.) for analyzing the levels of perceived and actual competence, and the correlation coefficient (r) for examining the relationship between perceived competence and actual competence.
The results revealed that 1) The level of teachers’ perceived competence in conducting classroom action research was high. ( = 4.11) 2) The level of actual competence in conducting classroom action research was also high. ( = 3.91) 3) However, the correlation between perceived competence and actual competence in conducting classroom action research was found to be low. (r = .019)
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