Guidelines for developing innovative thinking skills of teachers Loei primary educational service area office 2

Abstract

This research aims to 1) analyze the level of innovative thinking ability of teachers under the Office of the Primary Educational Service Area 2, Loei Province; 2) compare the innovative thinking skills of teachers by considering their positions, working periods, and size of the educational institution; and 3) propose guidelines for promoting and developing innovative thinking skills of teachers under the same organization in order to benefit the development of the teaching profession and improve the quality of education management in line with changes in the 21st century. The sample group used in the research were 302 administrators and teachers under the Office of the Primary Educational Service Area 2, Loei Province. The research instruments were questionnaires. The statistics used in the research were percentage, mean, standard deviation (S.D.), t-test, (Independent Samples), one-way ANOVA, and pairwise comparisons using Scheffe’s method and descriptive analysis.

The research results found that

(1) The results of the study on the level of innovative thinking skills of teachers under the supervision of teachers under the supervision of the Office of the Primary Education Area 2, Loei, found that the overall level was at a high level. When considering each aspect, it was found that the aspect with the highest average value was aspect 5, the aspect of linking and cooperating to develop innovation, followed by aspect 3, the aspect of creative questioning, aspect 4, the aspect of improving to develop new things, aspect 2, the aspect of linking knowledge to create new knowledge, respectively, and the aspect with the lowest value was aspect 1, the aspect of daring to think and dare to do with imagination.

(2) The results of the comparison of innovative thinking skills of teachers under the supervision of the Office of the Primary Education Area 2, Loei, classified by the status of the position, experience, and school size, were different overall and in each aspect, consistent with the hypothesis. The research results set at a significant level of 0.05

(3) The method of promoting and developing innovative thinking skills of teachers under the supervision of the Office of the Primary Educational Service Area, Loei Area 2 must rely on a variety of continuous approaches, starting from promoting courage to think and act, integrating knowledge, asking creative questions, developing teaching methods, and creating educational networks. If these approaches can be implemented systematically, it will help teachers create quality learning management and affect the improvement of the quality of education in the future.