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Competencies and In-Service Training of Functional Literacy Teachers in Northeastern Thailand

This study was designed to determine (a) the most important knowledge and skills for functional literacy teachers; (b) the most important competencies to be covered in in-service training; (c) whether there were any differences between the perceptions of functional literacy teachers, supervisors, and administrators in terms of needed competencies or areas of training; and (d) whether there were any differences in the perceptions of teachers, supervisors and administrators regarding the need for
competencies and for training of functional literacy teachers based upon these variables: age, years of
experience in formal and nonformal education, and training in the functional literacy program. It was found that teachers, supervisors, and administrators agreed that most competencies listed in the instrument were important. No significant difference was found in their perceptions of the importance of the competencies. A significant difference was found in the perceptions of the needs for training among these three groups.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc331790
Date12 1900
CreatorsPensri Saeteo
ContributorsNewsom, Ron, Holcomb, Terry Lynn, Cooper, Jed Arthur, Warde, William Booth, Jr.
PublisherUniversity of North Texas
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formatx, 242 leaves, Text
CoverageThailand
RightsPublic, Pensri Saeteo, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved.

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