Situations, Problems, and Guidelines for Developing the Desirable Characteristics of Teachers in the Digital Era Affiliated to Bueng Kan Primary Educational Service Area Office

Abstract

            The purposes of this research were (1) to study and compare the situations of desirable characteristics of teachers in the digital era classified by status and school size, and (2) to study the problems and guidelines for developing the desirable characteristics of teachers in the digital era. The samples used were 469 school administrators and teachers. The instrument employed is a questionnaire of open-ended questions with the index of item congruence (IC) in the range of 0.80 -1.00, and the discrimination in the range of 0.33 - 0.70. The statistics employed were percentage, mean, standard deviation, t-test (Independent Samples), and One-way analysis of variance.
            The results were found that (1) the situations of desirable characteristics of teachers in the digital era overall were at a high level. By comparison with the status of developing the desirable characteristics of the teachers in the digital era as their status, it was not different overall. In comparison to the school size, it was different. (2) For the problems and desirable characteristics of teachers in the digital era, teachers’ knowledge is insufficient and it does not cover the contents. There is not enough technology and equipment. Teachers have less unity in their work; they have not various teaching activities and use their words inappropriately. The developing guidelines are that teachers should be constantly studying, developing themselves, participating in training activities, increasing the budgets to be sufficient and providing the budgets. Teachers have united in their work, and have meeting together. The administrators promote, support the training, and develop teaching activities for teachers by their self-study as well as build a body of knowledge on oral communication between
teachers and learners