A Strategy for the Development of Instructors’ Professionalism in Thai Private Universities
Keywords:
instructor professionalism, private universityAbstract
This study aimed to develop a strategy for the development of instructors’ professionalism in Thai private universities. The study was based on the following research objectives: 1) To explore the desired components that constitute instructors’ professionalism in Thai private universities, 2) To examine the current level of instructors’ professionalism in Thai private universities, 3) To determine the components that impact the development of professionalism for instructors’ professionalism in Thai private universities, and 4) To propose a strategy for the development of instructors’ professionalism in Thai private universities. The methods applied during the study included content analysis, questionnaires, semi-structured interviews, and a focus group. Participants in the study were 364 instructors and administrative staff from ten Thai private universities. Content analysis, descriptive statistics, multiple regression, and correlational analysis were used to analyze the data. The desired components that constitute instructor professionalism obtained from the content analysis and expert interviews were: Content Knowledge, Instructional Knowledge, Self-Efficacy and Self-Confidence, Ethics and Care, and Transformational Leadership. The current overall level of instructors’ professionalism was high. The multiple regression analysis found that four variables were statistically significant at the .01 level of confidence: Self-Efficacy and Self-Confidence, Instructional Knowledge, Content Knowledge, and Ethics and Care, p<.01, R2 = .525. From this data, a strategy was developed as a recommendation for the enhancement of professionalism for instructors at Thai private universities.
References
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Bass, B. M. (1985). Leadership and performance beyond expectation. New York: The Free Press.
Demirkasimoglu, N. (2010). Defining “Teacher Professionalism” from different perspectives. Procedia Social and Behavioral Sciences, 9 (2010) 2047–2051.
Earley, P. & Bubb, Sara. (2004). Leading and managing Continuing professional development: Development People, development schools. Thousand Oaks, California: SAGE.
Ginsburg, M. & Yeom, M. (2007). Professionalism and the Reform of Teachers and Teacher Education in the Republic of Korea & the United States of America.
Hutchings, Y. T. (2016). Navigating the Gray Areas of Teacher Behavior. Retrieved from https://www.ets.org/s/proethica/pdf/real-clear-articles.pdf
Krejcie, R.V., & Morgan, D.W. (1970). Determining Sample Size for Research Activities. Educational and Psychological Measurement, 30, 607-610
Lee, C., & Paek, J. (2008). Exploring Strategic Staff Development in Higher Education Institutions. Retrieved from www.ufhrd.co.uk/.../exploring-strategic-staff-development-in-higher-education-in.do
Noddings, N. (1992). The Challenge to care in schools: An Alternative Approach to Education. New York: Teachers College Press. Noddings, N. (1999). Two concepts of caring. Philosophy of Education, http://www.ed.uiuc.edu/EPS/PES-yearbook/1999/noddings.asp. Accessed 6th December 2004.
Office of Higher Education Commission. (2015). List of Thai Higher Education Institutions. Retrieved from http://inter2.mua.go.th/other-information-2/
Parhizgar, D. K. & Parhizgar, P. F. (2005). Analysis of the Teacher’s Professional Ethical Responsibilities in Educational Institutions. Journal of Border Educational Research, Vol. 4 No.1.
Partnership for 21st Century Skills. (2009). Professional Development: A 21st Century Skills Implementation Guide. Retrieved from http://www.p21.org/storage/documents/p21stateimp-professional-development.pdf
Snoek, M. (2010). Theories on and concepts of professionalism of teachers and their consequences for the curriculum in teacher education. Paper published in a publication of the Teacher Education Policy in Europe Network TEPE.
Southeast Asian Ministers of Education Organization. (2006). Country report. Retrieved from http://www.seameo.org/vl/library/dlwelcome/publications/report/ thematic/09forum44.pdf
Watson, S. (2013). Understanding Professional Development from the Perspective of Social Learning Theory. Centre for Research in Mathematics Education, University of Nottingham. Retrieved from https://www.educ.cam.ac.uk/people/staff/watson/Watson-CERME8-2013-Proceedings.pdf
Zepeda, S. J. (2012). Professional Development: What works. New York: Freelance Editor Services
