สมรรถนะของครูสังคมศึกษาที่ส่งเสริมคุณลักษณะการอยู่อย่างพอเพียงของนักเรียน ในโรงเรียนมัธยมศึกษา จังหวัดพิษณุโลก

• Main Author: วิรงรอง ช้างเนียม
• Other Authors: ผู้ช่วยศาสตราจารย์ ดร. เชษฐภูมิ วรรณไพศาล
• Format: Theses and Dissertations
• Language: other
• Published: เชียงใหม่ : บัณฑิตวิทยาลัย มหาวิทยาลัยเชียงใหม่ 2020
• Online Access: http://cmuir.cmu.ac.th/jspui/handle/6653943832/69469
• Institution: Chiang Mai University

The objective of this research is to study the social studies teacher competency promoting the sufficiency characteristic of the secondary education school students in Phitsanulok Province. The populations used in the study are the school director, the social studies, religion, and culture department teachers for four persons using interview form and the secondary education students Grade 7-12 for 254 persons. The instruments used in research are an interview form of the school director relating to the social studies teacher competency promoting the sufficiency characteristic of the students, an interview form of the social studies, religion, and culture department teachers relating to the social studies teacher competency promoting the sufficiency characteristic of the students, and an interview form of the students relating to the social studies teacher competency promoting the sufficiency characteristic of the students. Descriptive statistics and percentage using 5-rating scales of significance are used for data analysis. The finding of the studying results indicated as follows: 1. The data acquired from the interviews with the school director and the social studies, religion, and culture department teachers indicated that the social studies teacher competency promoted the sufficiency characteristic of the students consisting of six competencies. Competency 1 Social Studies Curriculum Organization promotes the social studies teachers to organize an integrated social studies curriculum within the science in social studies program and an interdisciplinary integration toward learning management system under the philosophy of sufficiency economy. Competency 2 Development of Digital Citizenship supports a learning activity design applying a technology for promoting a learning management of the students for their understanding and ability to create a self-body of knowledge under the philosophy of sufficiency economy. Competency 3 Social Studies Class Management whereas the learning management and learning environmental management of the students both inside and outside the school are performed to promote the class room with the nature of democracy. The students can design self-learning in accordance with their interests. Competency 4 Research in Social Studies Class The student problem conditions are analyzed and the research results are applied for promoting the sufficiency characteristic of the students. Competency 5 Social Studies Teacher Leadership whereas the social studies teachers must have a body of knowledge to be ready for changes in policies or extension of the policies from the existing resources, and be the leaders in the body of knowledge and practice. The project learning is applied for promoting the students for the self-design of activities, focusing on the principle of self-help using the resources which are available in the locality. The social studies teacher must be a model of stimulation, persuasion, adjustment of the student’s idea and act to have a sufficient behavior. Competency 6 Community Collaboration for the Social Studies Learning Development consists of a knowledge sharing in jointly doing activities with the community by building the collaboration or learning network for the knowledge learning in the matter of the philosophy of the sufficiency economy with the administrators, communities, or other organizations, and the application of the acquired knowledge for promoting the sufficiency characteristic of the students. 2. The data acquired from questionnaire on the social studies teacher competency promoting the sufficiency characteristic of the students consist of six competencies in order of average from high to low were Competency 2 Development of Digital Citizenship (4.42), Competency 1 Social Studies Curriculum Organization (4.31), Competency 3 Social Studies Class Management (4.26), Competency 5 Social Studies Teacher Leadership (4.20), Competency 4 Research in Social Studies Class (4.19), and Competency 6 Community Relationship Creation and Collaboration for Learning Management (4.19), respectively. According to the research results, the social studies teacher competency promoting the sufficiency characteristics of the secondary education school students in Phitsanulok Province was outstandingly efficient and consistent under the framework of the social studies teacher competency of the National Council of Social Studies of the United States, and the instructing teacher competency in functional competency area of the Office of the Basic Education Commission, Ministry of Education, for all of six competencies. Therefore, a guideline for the higher efficient improvement, correction, and development of the social studies teacher competency in promotion of the sufficiency characteristic of the students was recognized.