รูปแบบการเสริมสร้างสมรรถนะการเรียนรู้ตลอดชีวิตในภาวะพลิกผันสำหรับครู สังกัดสำนักงานเขตพื้นที่การศึกษามัธยมศึกษาในภาคใต้

Abstract

This research is mixed-method research to analyze the factors of lifelong learning in disruption for teachers and presenting a model for enhancing lifelong learning competencies in disruption for teachers under the office of secondary education service areas in the southern. The research was divided into 2 phases as follows. Phase 1 quantitative research used two questionnaires i.e. the exploratory factor analysis questionnaire and the confirmatory factor analysis questionnaire. Both questionnaires were based on a liquefied estimation scale. The reliability was 0.973 and 0.991, respectively. The sample was a teacher under the office of secondary education service areas in the southern. The sample size was determined using the concept of Hair et all. The ratio of variables to the sample size was 1:20. There were 2 sample groups. Group 1 of 1,140 people answered the exploratory factor analysis questionnaire. The second group consisted of 960 people who answered the exploratory factor analysis questionnaire and the confirmatory factor analysis. The sample group used stratified random sampling, multi-stage sampling, and purposive selection. Data were analyzed by exploratory factor analysis. The results were then subjected to confirmatory factor analysis. Phase 2 Qualitative research used a multi attribute consensus reaching in order to verify lifelong learning competency with nine experts and use a multi attribute consensus reaching to confirm the draft model for enhancing lifelong learning competence with ten experts. The data obtained by the researcher used content analysis. The results showed that in Phase I, five factors of lifelong learning in disruption for teachers were analyzed, namely 1) personal development for change, 2) persistence in the midst of volatility, 3) growth mindset, 4) applying technology for the benefit of professional development, and 5) technology literacy. Phase 2 can create a lifelong learning competencies enhancing model in disruption for teachers under the office of secondary education service areas in the southern, it consists of 3 parts: 1) general information, 2) lifelong learning competency in reversals for teachers, eight competencies, and 3) activities to enhance lifelong learning competency in reversals. There are five steps for teachers: 3.1) attitude building, 3.2) awareness and appreciation, 3.3) conceptual framework, 3.4) action, and 3.5) evaluation and dissemination of results.