DEVELOPING THE PROMOTIONAL TEACHER ATTRIBUTION MODEL FOR ENHANCING THE MORAL AND ETHICAL CHARACTERISTICS AS A TEACHER

To analyze, synthesis, and develop the guidelines of the promotional teacher attribution model to their moral and ethical characteristics as the main purpose of this research study. The scoping study into two phases, such as; analysis of concepts, theories and research related to the promotion attributes of the moral and ethics of characteristically teachers from the resources, including research papers, research articles related research, and interviews with luminaries of 9 members, using research instrument consisted of interviews and document analysis, data analysis, content analysis, and present an essay was the first phase. Development of promotional attributes a teacher, moral principles, concepts and theories involved, and guidance of a qualified that followed as the first phase, then the evaluation form and manual techniques to assess multiple attributes (MACR: Multiple-Attribute Consensus Reaching) from 12 educational experts who checked the suitability and feasibility of the model and the right, the possibility of the manual with the research instruments consisted of the promotion model attributes the moral and ethics teacher’s characteristics, to guide the promotion attributes’ model forms were assessed, the first edition of the manual data analysis, information obtained from the evaluation of the suitability and feasibility analysis model and guide for the average were administered was the second phase. Statistically significant with the standard deviation and means were analyzed. The results have found that; the promoting moral teacher attribute data to their moral and ethical characteristics was divided into two groups, priests and scholars. In both groups, the promotion attributes a teacher focus groups is moral in nature to modify the idea to a change of attitude within the organism. By the situation Students get down to the real experience, an analysis and synthesis face learning environments that cause cognitive skills to act as a self-realization possibly. The promotion model attributes a teacher, moral principles, including the importance of the activities, objectives and evaluation methods. These core concepts learning theory and social cognitive theory, integrated learning experience. To develop a way of promoting attributes a teacher moral comprising five stages four processes including, such as; exposure from, recognition in the third, the idea of the top learning and five realization include of four processes, namely; the intended, memory storage process, the actions, and the incentives of the motivation processes. The result forms have found that; the appropriateness and feasibility of the model scale indicated at high level ( = 4.18, S.D. = 0.65), the appropriateness of the form scale evidence of a high level of the model found its proper form. The average in the ( = 4.18, S.D. = 0.65) at a high level ( = 4.12, S.D. = 0.61), the assessing guide on the appropriateness of the guide scale showed as at the high level ( = 4.07, S.D. = 0.88), and the possibility of the manual guide responded of at a high level ( = 4.02, S.D. = 0.84).    Article visualizations

CAUSAL FACTORS AND INCREASING THE EFFECTIVENESS GUIDELINES OF LEARNER QUALITIES IN THE OPPORTUNITY EXPANSION SCHOOLS UNDER THE OFFICE OF BASIC EDUCATION COMMISSION

This paper reports in the aims of research study were to investigate the effectiveness level on learner qualities, to determine the causal factors and increasing the effectiveness guidelines of learner qualities, to develop and validate causal model of multi-level factors that influence the effectiveness, and to promote the increasing the effectiveness guidelines of learner qualities in the Opportunity Expansion Schools under the Office of Basic Education Commission were the main purposes. Administrations of the sample consisted of 1,122 teachers who taught and students who sat at the 9th grade level in 33 schools with the Multistage Random sampling technique. Using both the high quality of the research instruments was validated and reliable with the questionnaire evidence of 0.912, to measure achievement motivation confidence of 0.906 and attitude test with a confidence of 0.908, respectively. Statistically significant analyzed with the descriptive statistics and confirmatory factor analysis (CFA), the multilevel confirmatory factor analysis (MCFA) and structural equation modeling analysis and the study of ways to promote the effectiveness guidelines of learner qualities in the opportunity expansion schools with seminar was based on the expert connoisseurship both quantitative and qualitative data were analyzed. The results of the research findings as the effectiveness guideline level indicated as a whole at the medium level. The causal factors of learning motivation and attitude towards students’ learning outcomes were related at the high level. The causal factors were also found between increasing the effectiveness guidelines of learner qualities and their motivation and attitude towards to their learning outcomes with the learning processes were consistency with the empirical data ( = 120.544, df = 111, P = 0.252, CFI = 0.999, TLI = 0.999, RMSEA = 0.009, SRMRW = 0.029, SRMRB = 0.132, and  = 1.086). The effect sizes and influences considered directly as the highest evidence of 0.919, 0.792, and 0.292 with their affecting learning processes, attitudes, achievement motivations at the relation level of 0.01, respectively. The guidelines for learning processes consisted of four main components that followed as: introduction, the thinking processing knowledge, practical schooling guideline, and practical classroom guideline. The assessing experts were evaluated to qualify causal factors and increasing the effectiveness guidelines of learner qualities to their appropriateness and feasibility are provided at the highest level, interestingly.  Article visualizations

DEVELOPING THE SCHOOL ADMINISTRATOR QUALITY EVALUATION MODEL (SAQEM) UNDER THE OFFICE OF THE BASIC EDUCATION COMMISSION (OBEC)

This paper is reported to develop of the school administrator quality evaluation model (SAQEM) under the Office of Basic Education Commission for assessing the quality of the school educators who are the school directors with the SAQEM model through the texts, documents, reports, research articles, professional expert interviews, and surveying the school administrators for confirming the suitability and feasibility with using the MACR: Multiple-Attribute Consensus Reaching technique for debate meeting to trial in schools for evaluating the SAQEM model was administered. The findings of this research study have found that: the format of the SAQEM model consisted of four stages, such as; planning the preparing evaluation, proceeding evaluation, evaluating result reported summary, and reflection of the evaluating results stages that composed of four components and 55 indicators. The SAQEM included of the principals and rationales, the evaluating targets, and the using guidelines to application were suitability and possibility were evidence of high level, adeptly.  The external evaluation for school administrators whose past for the third evaluation of their qualities indicated that of excellence level was evaluated. In the other hand, the school administrators whose non past in the third evaluation revealed that of the specialized quality were compared, respectively. The SAQEA model was validated and discriminated to fidelity classification of the qualities of the school administrators who were evaluated in their schools at the third external evaluation and external evaluation through three rounds differentiated, clearly. The evaluating results of the SAQEM model that it was also useful of the appropriability to the possibility toward the accuracy evidence of the excellence level, interestingly.  Article visualizations

DEVELOPING THE LEARNING MANAGEMENT EVALUATION MODEL FOR FOSTERING LIFE SKILLS IN THE 21ST CENTURY OF LOWER SECONDARY STUDENTS’ SCHOOL CLASSES

The aims of this research study were to develop a Learning Management Evaluation Model (LMEM) for assessing learning to foster life skills in the 21st century of the lower secondary educational students with the Research & Development processing technique. The administrating research consisted of four phases that composed of to analyze, the synthetic indicator to assess learning to foster life skills in the 21st century of the lower secondary educational students by the 4-educational experts were interviewed was the first phase. The second phase was developed a LMEM model for assessing learning to foster life skills in the 21st century of the lower secondary educational students by the information from the first draft format and the educational experts to check a suitability and feasibility of the draft assessment form with a technical symposium multipath characteristics to find consensus dimensional (Multi-Attribute Consensus Reaching: MACR) by 12 specialists who provided the instruction in the form of  Assessment and Evaluation Guide (AEG) was brought to five the number of professionals who ensure the proper coverage, a clear assessment of the manual before using the AEG. The third phase was trial LMEM model that this model to trial at an experiment with different schools in the Secondary Educational Office Area 26 (Maha Sarakham) whereas taught at the upper secondary educational school level with the sample consisted of 7 schools with the purposive sampling was selected. Assessing the LMEM model for developing this research instrument used to evaluate the LMEM model based on the evaluation criteria of the evaluation criteria of educational development. The assessor was related to the trial consisted of 35 evaluators. Using the interview form with the rubric score and a five rating scale level was selected, the qualitative and quantitative data were used, the foundational statistics included with the mean average and standard deviation were analyzed. It has found that: The LMEM evaluation model of learning to foster life skills in the 21st century of the lower secondary educational school was a chart structure that ties together of 6 relevant components of the evaluationว such as; the purpose of the assessment, the evaluation focused assessment methods, the evaluator, the evaluation technique, and the evaluation criteria. The evaluation targets were to assess the management of learning, the factors contributing to learning, feature teacher management learning, and the learning outcomes. Evaluating methods included with the evaluation process, the tool used to evaluate, and duration to assess. The evaluation and absolution criteria were developed by experts. Assessing the LMEM model of learning to foster life skills in the 21st century of the lower secondary educational students were appropriability. Students’ responses of their opportuneness, practicability, reasonableness, and respectability in terms of overall benefit at a high level are provided.  Article visualizations

THE CREATING EVALUATION MODEL ON DESIRABLE CHARACTERISTICS OF STUDENT MORALS ACCORDING TO THE PROMOTING EDUCATIONAL ACT FOR NON-FORMAL AND INFORMAL EDUCATION CENTERS

To develop and promote the evaluation model on desirable attributions of student morals according to the promoting act for non-formal education and informal education systems were the main purposes, to assess the morals of the desirable characteristics to non-formal education and informal education centers with the research and development (R&D) process were assessed. The research administrations were designed in four phases that composed of the corresponding evaluation of morals or the morals of the desirable characteristics and attributions of learners were investigated with the synthesis of documents and interviews with those involved to evaluate the morals of the desirable attributions, which sample consisted of 9 students. To create evaluating form on the desirable moral aspects of learning for non-formal education and informal educational systems’ data from the first phase for drafting format and letting determined from the experts to check with the suitability and feasibility techniques that based on the meeting with expert connoisseurship. Then, to trial evaluation model by assessing the desirable characteristics of a moral centers to non-formal education and informal education with a sample of 166 students in three groups from Roi-Et, Kalasin, Maha Sarakham provinces. Finally, to evaluate the evaluation model by assessor's teacher evaluating model was assessed. It has found that: the components of the evaluation model on desirable attributions of student morals consisted of six components, such as; principle and rationale, three moral behavior indicating purposes of component evaluation, evaluating methods, the evaluators, and evaluating criteria. The creating the model results were found that; this evaluation model consisted of 9 elements and 40 indicators of students’ behavior groups in each semester with the percentage and quality ratings, the IOC valued indicated of 0.92, responsively. Overall, on evaluation desirable moral of the students in three groups that ranged from 2.11 to 2.40 on the rating weight, ranged from 87.03 to 88.06 on percentage, respectively. Suggestions that the evaluation model is provided and developed of suitable, helpful, correct, and helpful to reality for students’ abilities to be applied and promoted in real life situations of their morals to their desirable attributions, exactly.  Article visualizations

DEVELOPMENT OF THE EVALUATION INSTRUCTIONAL PRACTICING MODEL IN SCHOOL OF TRAINEE EDUCATIONAL STUDENTS IN TEACHING INTERNSHIP PROFESSIONAL TEACHER COURSES

The aims of this research study were to analyze and develop the current state of synthesizer requirements and guidelines for the Evaluation Instructional Practicing Model (EIPM) in school of trainee educational students in teaching Internships professional teacher course with the research technique of the Ethnographic Delphi Futures Research (EDFR) on research limitation study into two phases, consequently with the sample size of 10 educational experts to analyze the current problems, needs analysis, synthesis and evaluation of the teaching internships and 18 professionals to determine the suitability of propriety and feasibility standards of the assessment form until a consensus with the EDFR were assembled of 7-educational trainee students by the 56-item of the 3-Delphi Technique Questionnaire (DTQ) and an Assessing Guide Copy (AGC). Statistically significant was analyzed with foundational statistic. It has found that the problems with the EIPM performance in the four disciplines of performance criteria to determine lack of gluten indicators and evaluation criteria, the quality of trainee student assessments, resulting from supervisor was not evaluated to actual conditions. Requirements and guidelines of the EIPM included four competencies: to manage learning in specific disciplines, to evaluate, improve and develop curriculum to suit the potential learners, can do in the classroom to develop trainee students, and to prepare a report on learning management and trainee student development. EIPM model consisted of five components: curriculum in specific disciplines contain three main indicator 14 sub-indicators, trainee students' potential indicator consists of two main sub-six indicators, and to develop the trainee students in the class consists of two main indicator nine sub-indicators. The four components reporting results, learning and trainee student development comprises two main indicators five sub-indicators. Five elements and attributions include two teachers, the main indicator 11 sub-indicators. The DTQ questionnaires fifth edition of evaluators comprised of school administrators, teachers, mentors and teacher supervision, trainee students assess themselves. Trainee students were responded on propriety standard at a high level ( = 4.46, S.D. = 0.18) and feasibility standard at a high level ( = 4.32, S.D. = 0.25).   Article visualizations