Guidelines for Competency Development in Classroom Research of Teacher under the Office of Nong Khai Primary Educational Service Area

Abstract

This research aimed to 1) study the actual states and the expected states of research competency in the classrooms of teachers affiliated with the Nong Khai Provincial Primary Education Office, 2) find development strategies for research competency in the classrooms of teachers affiliated with the Nong Khai Provincial Primary Education Office, and 3) evaluate the development strategies for research competency in the classrooms of teachers affiliated in the Nong Khai Provincial Primary Education Office. The research was a mixed-methods study divided into three phases. Phase 1 investigated the current situations or the actual states and desired conditions or the expected states of research competency in the classrooms of 335 teachers affiliated with the Nong Khai Provincial Primary Education Office using a questionnaire with the reliability index of 0.98. Phase 2 studied the development strategies for research competency in the classrooms of teachers using semi-structured interviews with 9 qualified participants selected through purposive sampling technique. Phase 3 evaluated the development strategies for research competency in the classrooms of teachers through purposive sampling with 5 qualified participants.

The research found that 1) the most significant necessity for finding development strategies for research competency in the classrooms of teachers affiliated with the Nong Khai Provincial Primary Education Office was the knowledge and ability in conducting research in the classroom, 2) there were 18 development strategies identified, and 3) the evaluation results regarding the feasibility and suitability of the development strategies were highly favorable.