The Needs for Developing 21st Century Skills of Private School Teachers in Pathumthani Province

Abstract

The objectives of this research were to 1) examine the current and desirable conditions for developing 21st century skills and 2) study the needs for developing 21st century skills. The research format is quantitative research. The sample group consisted of 331 private school teachers in Pathum Thani province, selected through stratified random sampling based on school proportions. The research tool was a questionnaire with a reliability of .983. The statistical analyses included frequency, percentage, mean, standard deviation, and the Priority Needs Index (PNI Modified).
The research results revealed that 1) the overall current conditions, as well as individual aspects, were at a moderate level. The aspect with the highest mean was self-development alongside lifelong learning skills, followed by the ability to analyse the causes of problems effectively, while the lowest mean was the ability to prioritize tasks. The overall desirable conditions and individual aspects were at a high level. The aspect with the highest mean was the ability to be creative and independent in performing tasks, followed by time and emotional management at work, with the lowest being the use of reasoning and positive thinking in decision-making to solve problems. 2) The top three needs for developing 21st century teacher characteristics were life and work skills, Learning design, and creativity and innovation, respectively. This study proposes utilizing assessment data and teacher skill development to align with the demands of 21st century instructional management.