Secondary Social Studies Teaching Competencies as Perceived by Student-Teachers, Instructors, and Administrators in Thailand Page: 45
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45
co-curricular activities management; the method of improving
teaching competency; and other factors effecting teaching
competency such as personality, human relationship, and
instructional guidance. The research revealed that:
(a) most social studies teachers needed improvement in
teaching competency in the areas of instructional planning,
and co-curricular activities management; (b) in
instructional skills improvement, most oi: teachers in every
school cluster expressed a high level of need for every
skill, except Krabee cluster which expressed a low level of
improving tutoring technique for good students; (c) in other
factors affecting teaching competency improvement, most
social studies teachers in every school cluster expressed
their needs at a high level, except Krabee cluster which
needed a low level in the method of appropriate
self-controlled behaviors; and (d) in methods of improving
teaching competency, most of the teachers expressed their
needs for every method at a high level except those in
Krabee and Trang school clusters which expressed their needs
at the highest level in the following items: visitation and
observation of curriculum leading school, inservice training
participation, observation of social studies teaching
demonstration and inservice training with emphasis on
subject matter.
Mekhirunsiri's research (1986) compared the needs for
teaching competency improvement between social studies
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Kamonkan Witayangkoon. Secondary Social Studies Teaching Competencies as Perceived by Student-Teachers, Instructors, and Administrators in Thailand, dissertation, August 1990; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc330774/m1/53/: accessed July 18, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .