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Guidelines for Teacher-Team Development in Klaeng Burapa Network School under Rayong Primary Educational Area Office 2 |
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| รหัสดีโอไอ | |
| Creator | Sawitree Porntiang |
| Title | Guidelines for Teacher-Team Development in Klaeng Burapa Network School under Rayong Primary Educational Area Office 2 |
| Contributor | Vorachai Viphoouparakhot |
| Publisher | Centre for Education Innovation, Print and Online Media |
| Publication Year | 2563 |
| Journal Title | An Online Journal of Education, Chulalongkorn University |
| Journal Vol. | 15 |
| Journal No. | 2 |
| Page no. | OJED1502016 (13 pages) |
| Keyword | Guidelines for Teacher-Team Development, Rayong Primary Educational Area Office 2 |
| URL Website | https://so01.tci-thaijo.org/index.php/OJED |
| Website title | An Online Journal of Education, Chulalongkorn University |
| ISSN | ISSN 1905-4491 (Online) |
| Abstract | This research aimed to explore the work team and propose guidelines for teacher-team development in Klaeng Burapa Network School under Rayong Primary Educational Area Office 2. The research tools were a questionnaire and interview form. In this regard, the administrators and teachers in a total of 102 and 13 persons, respectively, were used as the questionnaire and interview sample. The data analysis was carried out by using frequency percentage mean, standard deviation and content analysis.According to research results, there was a very high level of the overall picture of teacher-team development in Klaeng Burapa Network School under Rayong Primary Educational Area Office 2. The ‘open-minded mutual communication’ was the aspect of teacher-team development found at the highest level, followed by ‘development of mutual trust’. However, the aspect of ‘counseling and discussion’ had the lowest mean score. With respect to teacher-team development guidelines, administrators needed to promote teacher-team development by creating a relaxed work environment, open-mindedly listening to mutual comments, and giving teachers the opportunity to reach their fullest potentials to learn to help each other and to find solutions for problems. Also, administrators should admire, commend, encourage and enhance teachers to engage in self-learning, making work plans, putting men in jobs and monitoring work. The evaluation of teacher-team development should thus take into account the work environment, mutual help, and problem solving in a collective manner to enhance work achievement. |
