Enhancing Thai Secondary Teacher Lifelong Learning Competencies In A Digital Age

Abstract

This research used mixed methods to analyze 48 lifelong learning competency (LLC) indicators to determine which elements were best suited for use in a teacher LLC learning management model. 960 Thai teachers were selected by stratified random sampling from four regional small, medium, and large schools. Qualitative research was conducted using the Multi Attribute Consensus Reaching (MACR) method and multiple groups of experts to confirm the multiple LLC Models proposed. LISREL 9.1 was used for the first and second-order confirmatory factor analyses (CFAs). Further data analysis used descriptive statistics. The questionnaire’s confidence value was .991. The results showed that there are five teacher LLC components. These were self-improvement, ability to succeed during technology disruption and change, having a growth mindset, using technology to benefit individual professional development, and staying abreast of technological change (digital literacy). The proposed ARCAE (attitude, recognize, conceptualization, action, evaluation) Model used to implement LCC improvement had five steps. These were Step 1’s attitude creation, Step 2’s recognition and value, Step 3’s conceptualization, Step 4’s action, and Step 5’s evaluation and dissemination of the work. The research makes an important contribution to the research literature concerning the use of professional learning communities’ use in teacher LLC development.