การประเมินความต้องการจำเป็นในการพัฒนาสมรรถนะครูปฐมวัยในโรงเรียน สังกัดสำนักงานเขตพื้นที่การศึกษาประถมศึกษาสกลนคร เขต 3

Abstract

This research aims to study the competency components of early childhood teachers. The current condition and the conditions that should be assessed for the development of early childhood teacher competencies and guidelines for the development of early childhood teacher competencies under the Sakon Nakhon Primary Education Area Office, District 3 The sample group was 226 school administrators and early childhood teachers affiliated to the Sakon Nakhon Primary Education Area Office, District 3 for the 2024 school year. The tools used in the research included a synthesis table of early childhood teacher competency components and a five-level estimation scale questionnaire, with the current condition having an accuracy value of between 0.60-1.00, a classification power value between 0.56-0.93, a confidence value of 0.98, and a precision value of 0.60-1.00, a classification power value of 0.27-0.96, a confidence value of 0.98, and a questionnaire on the guidelines for the development of early childhood teacher competency. Essential Demand Priority Index ().The results showed that: 1. The current state of early childhood teacher competence is at a high level. As for the condition that should be the performance of early childhood teachers, the overall level is the highest. 2. The results of the assessment of the necessary needs for the development of early childhood teacher competencies showed that the PNI-modified priority index value was 0.11. It was found that the classroom management (PNI-modified. = 0.13) had the highest value, followed by curriculum management and learning management (PNI-modified. = 0.12), respectively. 3. The guidelines for the development of early childhood teacher competencies include 1) classroom management and the overall level of appropriateness, and 2) curriculum management and learning management, which are the most appropriate as a whole