A Competency Development Model of Teacher According to Bhāvanā IV Principles in the VUCA World of Educational Institutions Under the Office of Primary Educational Service Area

Abstract

The purposes of this research were 1) to study the needs for competency development of teachers in the VUCA world of Educational Institutions under the Office of Primary Educational Service Area, 2) to develop a competency development model of teacher according to Bhāvanā IV principles in the VUCA world of Educational Institutions under the Office of Primary Educational Service Area,  and 3) to propose the competency development model of teacher according to Bhāvanā IV principles in the VUCA world of Educational Institutions under the Office of Primary Educational Service Area. This research is a mixed methods research, namely quantitative research and qualitative research. The method of conducting the research consisted of                1) documentary study, 2) using questionnaires to survey the needs of 398 samples of administrators and teachers affiliated to the Primary Education Area Office, 3) Interviews 10 key informants, 4) Focus group discussion by 9 experts, 5) try out the model of 16 people as the target groups, and 6) using questionnaires to evaluate the model according to the 4 standards, with 375 samples of school administrators. The research tools consisted of include 1) document study, 2) questionnaires, 3) interview form, 4) focus group discussion form, and 5) Assessment form, and 6) manual of model implementation. Statistics for data analysis consisted of percentage, frequency, mean, standard deviation, and PNImodified. The research results found that 1) the needs for competency development of teachers in the VUCA world of Educational Institutions under the Office of Primary Educational Service Area found that the first priority is knowledge management and summarizing lessons. The second is the use of innovative media and new technology, and the third is the development of curriculum in accordance with the context of the educational institution. The fourth is learning management that focuses on learners. The fifth is learning management that promotes morality, ethics, and good citizenship, the sixth is the design of learning management, and the seventh is participatory evaluation. 2) A competency development model of teacher according to Bhāvanā IV principles in the VUCA world of Educational Institutions under the Office of Primary Educational Service Area was developed. From the experiment of using the model, it found that teachers' competency according to Bhāvanā IV principles in the VUCA world increased by 1.02 and from the distribution of questionnaires, it was found that there were 5 stages of model development: 1) study the development approach, 2) draft the model, 3) develop the model through focus group discussion, 4) experiment with the model, and 5) evaluate the model. When considered individually, the aspects with the highest average at the highest level are usefulness, accuracy, appropriateness and feasibility, respectively. 3) The competency development model of teacher according to Bhāvanā IV principles in the VUCA world of Educational Institutions under the Office of Primary Educational Service Area was proposed and was found that the model consisted of 5 parts: Part 1 Principles; Part 2 Objectives; Part 3 Competency Development Process consists of 5 sub-components as follows: (1) process to develop teacher in the VUCA world, (2) develop teacher in the VUCA world, 3) the VUCA world, 4) Bhāvanā IV principles, 5) method to develop teacher in the VUCA world; Part 4 Application of the Model; and Part 5 Conditions for Success.