The 7th International Conference on Educational Research:
13-14 September 2014, Faculty of Education, Khon Kaen University, Thailand
Teacher Competency Factors and Students’ Life Skill Affecting Students’
Quality under the Office of Bueng Kan Primary Educational Service Area
Sudamas Srinok 1 ([email protected])
Thanomwan Prasertcharoensuk 2 ([email protected])
Abstract
The purposes of the study were to 1) study the level of teacher competency factors
under the Office of Bueng Kan Primary Educational Service Area, 2) study the level of
student’s life skills under the Office of Bueng Kan Primary Educational Service Area, 3 )
analyze the teachers’ competency factors and students’ life skills affecting students’ quality
under the Office of Bueng Kan Primary Educational Service Area. This research was a
descriptive research, which consisted of 100 teachers and 2,967 students. The sampling group
in this research was selected by implementing the multi-stage sampling method. Basic data
was analyzed by utilizing SPSS 11.5 for Windows. Multilevel analysis had used hierarchical
linear model with 2 levels by utilizing HLM version 6.03 program.
Research findings were as follows:
1) All aspects of teacher competency level were at the high level. These aspects could
be orderly ranked from high to low level as follows; curriculum and learning management,
teacher’s ethics and integrity, building relationship and collaborative with community for
learning management, educational measurement and evaluation and self-development;
2) All aspects of students’ life skills level were at the high level. These aspects could
be orderly ranked from high to low level as follows; building relationship with others,
awareness and self-esteem and others, analytical thinking, decisions and creative problem
solving and emotion and stress management; and
3) Student-level variables w hich had positive signific ant effect on students’
achievement at 0.01 and 0.05 level were building relationship with others and analytical
thinking, decisions and creative problem solving; emotion & stress management had the
negative significant effect on students’ achievement at 0.01 level. Teacher-level variables
which had positive significant effect on students’ achievement at 0.05 level was curriculum
and learning management and self- development had the negative significant effect on
students’ achievement at 0.05 level.
Keywords: Teacher competency, Life Skill, Students’ Quality
Introduction
The Education world was changed very much during the former time. The Education
was accepted that it was the construction of knowledge as well as competency, and potential
development. Besides, it was expected that the students would be able to learn without the
limitation in time and place. Another important thing was to provide opportunity for students
to think in problem solving, analysis, and synthesis one’s knowledge in every level (Sootipon
Jitmittapab, 2010). Teachers need to manage the effective education for the students, offered
them to know how to learn and to take the knowledge appropriately applying in daily life and
lived in a society with happiness. Therefore, teachers need to be developed the competency in
accordance with the changing, to be able to practice or professional activities effectively
(Surasak Pahe, 2013).
1Master
Degree Student, Department of Educational Administration, Faculty of Education, Khon Kaen University, Thailand
Professor, Department of Educational Administration, Faculty of Education, Khon Kaen University, Thailand
2Associate
The 7th International Conference on Educational Research:
13-14 September 2014, Faculty of Education, Khon Kaen University, Thailand
The competency of persons involving in work was the behaviour expressed on
working as well as the indicator of success in the organization better than the Education level
or intelligence of people. As s result, the human resource development in the present was
emphasized on competency based development. Therefore, the success in developing the
transformational leaders of the Ministry of Education should start from teacher competency
development so that the teachers would change their working style (Poonsook Udom, 2013).
The basic factor affecting the instructional management quality, was the teacher, good
relationship between teacher-student as well as learning climate management. The teachers’
morale in working was also motivate them to provide the instructional management (Woranan
Koonsri, 2007). According to the above reasons, were the competencies the teachers should
have in order to develop their students’ quality to be more efficient.
The life skill was congruent with daily life since there were changes in economic, social,
information and news, and technology in the present very much. It was necessary for people to
adjust themselves with those changes in order to have competency in emotional control while they
were interacting with other persons in order to live in society happily. The Core Curriculum of Basic
Education recognized the importance of life skill. So, it was focused on students to be able to
expend their life skill. The life skill development was a learning process emphasized on the
students’ self development regarding to knowledge, skill, and attitude in seeing value of oneself and
the others for self defense in different situations, self management efficiently. It might be occurred
through the teachers’ instructional activity management (Ministry of Education, 2009).
The Office of Bueng Kan Primary Educational Service Area specified strategy in extending
the Educational Opportunity for students to be given an opportunity in development with full
potentiality, and activity for developing the life skill in order to develop ones’ immunity against
social problem (The Office of Bueng Kan Primary Educational Service Area, 2013). But, according
to the report of O-NET (Educational Testing Institute, 2002) Pratomsuksa 6, 2002 academic year,
found that the average score in every subject was lower than national average score. In addition, the
report of survey in the information of the Educational Management Promotion Group, found that
the statistic of drop-out children during 2002, was increased for 0.10% from the former year. The
drop out children had their learning achievement in lower level than the criterion and low. It
indicated that the students still had problem in their life skill which affected their quality later.
This research aimed to study the factors in teacher level, and student level including 2 levels
of Hierarchy in order to decrease the problem of bias in concluding in crossed step which would
lead to error in significant testing (Sirichai Kanchanawasee, 2011). So, the Multi-level analysis had
to be administered to be appropriate in research study. According to the above situation and reasons,
the researcher as a teacher official as well as Educational Staff, was aware that both of the teacher
competency and students’ quality would be important instrument for developing the students’
quality so that they would adjust themselves to live in society happily, and obtain better learning
achievement. Therefore, the researcher conducted this research study in order to obtain useful data
for planning, determining the guidelines for promoting and developing the students’ quality with
full potential further.
Research Questions
1) What level would be the competency of teachers under the Office of Bueng Kan
Primary Educational Service Area?
2) What level would be the life skill of students under the Office of Bueng Kan
Primary Educational Service Area?
3) Which factor of teachers’ competency, and students’ life skill would affect the
quality of students under the Office of Bueng Kan Primary Educational Service Area?
The 7th International Conference on Educational Research:
13-14 September 2014, Faculty of Education, Khon Kaen University, Thailand
Research Objectives
1) To study the level of teacher competency factors under the Office of Bueng Kan
Primary Educational Service Area.
2) To study the level of student’s life skills under the Office of Bueng Kan Primary
Educational Service Area.
3) To analyze the teachers’ competency factors and students’ life skills affecting students’
quality under the Office of Bueng Kan Primary Educational Service Area.
Research Methodology
1. Population and Samples
The population using in this study were 2 ,0 7 8 teachers, and 15,295 Pratomsuksa 4-6
Students, total of 17,373 persons.
The samples using in this study could be classified into 2 levels as: the teacher level,
and student level. The sample size was determined by Afshartous; Hair et al. (1995 cited in
Sirichai Kanchanawasee, 2011) that the Multi-level analysis should not less than 100 persons.
Therefore, the samples of teacher level, included 100 persons. In addition, Bassiri (1988 cited
in Heck and Thomas, 2000) recommended that the members in each group should consist of
the samples at least for 30 persons. Since in some small sized schools, there were less than 30
students. Therefore, the samples of student level obtaining from the samples of 2,967
teachers, total of 3,067 persons.
2. Variables used in the study
Level 1 student level variables consisted of students’ life skill including:1) awareness
and self-esteem and others, 2) analytical thinking, decisions and creative problem solving,
3) emotion and stress management, and 4) building relationship with others.
Level 2 teacher level variables consisted of teachers’ competency including: 1) curriculum
and learning management, 2) teacher’s ethics and integrity, 3) educational measurement and
evaluation, 4) self development, and 5) building relationship and collaborative with community
for learning management.
Dependent variable consisted of students’ quality (students’ achievement academic year 2013)
3. Research Instruments
1) The students’ life skill scale could be classified into 2 Parts. Part 1, consisted of the
students’ demographic data, as the Checklist. Part 2, consisted of the students’ life skill, as the 5
Level Rating Scale.
2) The teachers’ competency evaluation scale could be classified into 2 Parts. Part 1,
consisted of the respondents’ demographic data, as the Checklist. Part 2, consisted of the
teachers’ competency evaluation scale, as 5 Level Rating Scale.
3) The learning achievement record form for recording the learning achievement in
2013 academic year in 8 Learning Substances.
4. Data Analysis
1) The descriptive statistic, used for analyzing the samples’ life skill by using the
frequency, and percentage. The teachers’ competency level, and the students’ life skill level,
were analyzed by using the Mean, and Standard Deviation.
2) The inferential statistic, used for analyzing the Multi-level analysis in the
teachers’ competency, and students’ life skill affecting the students’ quality including: Multilevel
Analysis through 2 levels of HLM: Hierarchical Linear Model.
The 7th International Conference on Educational Research:
13-14 September 2014, Faculty of Education, Khon Kaen University, Thailand
Conclusions and Discussions of Research Findings
1. Conclusions of research findings
1.1 The analysis findings of students’ life skill, and teachers’ competency factors.
1) The students’ overall life skill level was in “High” level. Considering each
aspect, ranking the average value in order form high to low, consisted of: building relationship
with others, awareness and self-esteem and others, analytical thinking, decisions and creative
problem solving and emotion and stress management.
2) The teachers’ overall competency level factor was in “High” level.
Considering each aspect, ranking the average value from high to low, consisted of curriculum
and learning management, teacher’s ethics and integrity, building relationship and collaborative
with community for learning management, educational measurement and evaluation and selfdevelopment.
1.2 The analysis findings by Multi-level analysis of teachers’ competency and
students’ life skill factors affecting the students’ quality.
1) The analysis findings of Null Model of the learning achievement variable,
was the step of analysis for considering the variance of dependent variable without analyzing
the independent variable. Considering fixed effect by using the students’ learning
achievement as the dependent variable, found that the average value of students’ learning
achievement in every school was 3.24428 at 0.01 significant level. Considering random effect,
found that the students’ learning achievement was varied among schools at 0.01 significant level.
The variance in estimating the value of parameter was0 .0 3 6 3 1 . Therefore, variables in student
level, had to be analyzed in order to test that which independent variable would affect the
students’ learning achievement in each school to be different.
2) The Simple Model was the analysis including only the dependent variable, and
variable in student level. Considering fixed effect, found that the independent variable in
student level had positive effect on learning achievement including: building relationship with
others at 0.01 significant level, and analytical thinking, decisions and creative problem solving
at 0.05 significant level. In addition, the Regression Coefficient values were 0.16946, and
0.07111 respectively. For the independent in student level caused the negative effect on learning
achievement, was emotion and stress management at 0 .0 1 level. Furthermore, the Regression
Coefficient value was -0.08119. All of three variables could jointly explain the variance of
learning achievement for 4 .5 1 %. Considering the random effect, found that the component of
variance in learning achievement, was varied among schools at 0.01 significant level. The
variance of estimation in parameter was 0.03131.
3) The Hypothetical Model was the Multi-level analysis including the dependent
variable and independent variable from every level based on research hypothesis from the
analysis of student level variable, and the teacher level variable. The analysis findings were
shown in Table 1:
The 7th International Conference on Educational Research:
13-14 September 2014, Faculty of Education, Khon Kaen University, Thailand
Table 1: Model analysis based on hypothesis of variable in student level, variable in teacher
level, and learning achievement
t-ratio
df
p-value
3.245969**
0.146249*
0.025460
- 0.027615
- 0.146552*
0.045481
Standard
Error
0.019043
0.072604
0.054452
0.067749
0.058041
0.045255
170.458
2.014
0.468
-0.408
-2.525
1.005
94
94
94
94
94
94
0.000
0.046
0.641
0.684
0.014
0.318
0.011503
-0.240215
0.204658*
-0.077438
0.163675
-0.012814
0.029664
0.130360
0.082200
0.106198
0.121852
0.093064
0.388
-1.842
2.490
-0.729
1.343
-0.138
94
94
94
94
94
94
0.699
0.068
0.015
0.468
0.183
0.891
0.071579*
0.032601
2.196
94
0.030
-0.036707
-0.245051*
0.178648
0.054258
0.026489
0.113347
0.120510
0.120826
0.107399
0.118482
-0.324
-2.033
1.479
0.505
0.224
94
94
94
94
94
0.747
0.044
0.142
0.614
0.824
-0.078719**
0.192463
-0.009913
0.130571
-0.172530
0.061646
0.028793
0.097898
0.078963
0.096429
0.099219
0.085453
2.-734
1.966
-0.126
1.354
-1.739
0.721
94
94
94
94
94
94
0.008
0.052
0.901
0.179
0.085
0.472
0.168766**
0.080281
-0.081953
-0.161787
0.097218
0.061991
0.044379
0.136147
0.121735
0.145513
0.146085
0.125271
3.803
0.590
-0.673
-1.112
0.665
0.495
94
94
94
94
94
94
0.000
0.556
0.502
0.269
0.507
0.621
Standard
Deviation
0.17145
0.05993
0.07470
Variance
Component
0.02940
0.00359
0.00558
df
2- test
p-value
0.12537
0.28712
0.51881
0.01572
0.08244
0.26917
Fixed Effect
Coefficient
Overall Mean of School Learning Achievement , 00
Curriculum and Learning Management, 01
Teacher’s Ethics and Integrity, 02
Educational Measurement and Evaluation, 03
Self Development, 04
Building Relationship and Collaborative with
Community for Learning Management, 05
Awareness and Self-esteem and Others slope 1j, 10
Curriculum and Learning Management, 11
Teacher’s Ethics and Integrity, 12
Educational Measurement and Evaluation , 13
Self Development , 14
Building Relationship and Collaborative with
Community for Learning Management, 15
Analytical Thinking, Decisions and Creative
Problem Solving slope  2j, 20
Curriculum and Learning Management, 21
Teacher’s Ethics and Integrity, 22
Educational Measurement and Evaluation, 23
Self Development, 24
Building Relationship and Collaborative with
Community for Learning Management, 25
Emotion and Stress Management slope  3j, 30
Curriculum and Learning Management, 31
Teacher’s Ethics and Integrity, 32
Educational Measurement and Evaluation, 33
Self Development, 34
Building Relationship and Collaborative with
Community for Learning Management, 35
Building Relationship with Others slope 4j , 40
Curriculum and Learning Management, 41
Teacher’s Ethics and Integrity, 42
Educational Measurement and Evaluation, 43
Self Development, 44
Building Relationship and Collaborative with
Community for Learning Management, 45
Random Effect
Residue from school level, INTRCPT1 (u0j)
slope Value of Awareness and Self-esteem and Others, u1j
slope Value of Analytical Thinking, Decisions
and Creative Problem Solving, u2j
slope Value of Emotion and Stress Management, u3j
slope Value of Building Relationship with Others, u4j
Residue from student level (rij)
* p  .05, ** p  .01
94
94
94
340.51339** 0.000
79.99447
.500
94.26824
0.473
94
94
102.51258 0.257
158.07791** 0.000
The 7th International Conference on Educational Research:
13-14 September 2014, Faculty of Education, Khon Kaen University, Thailand
According to Table 1: the analysis findings of Hypothetical Model, when the learning
achievement was dependent variable. According to the fixed effect, found that the independent
variable in teacher level, had positive effect at 0.05 significant level including: curriculum and
learning management, the Regression Coefficient was 0.14625. The independent variable in
teacher level, had negative effect at 0.05 level, was the self development, the Regression Coefficient
was - 0.14655. Besides, it was also found that the morality and ethics in professional code of
conduct, had effect on the analytical thinking, decision making, and creative problem solving at
0.05 level, the Regression Coefficient was -0.24505. All of two independent variables in teacher
level, could jointly explain the variance of learning achievement for 6.10%.
2. Discussions of Research Findings
2.1 The analysis findings of students’ life skill level, and teachers’ competency level.
1) The students’ life skill level, in overall, was in “High” level. Considering
each aspect, the students’ life skill was in “High” level in every aspect. The aspect with
highest average value was building relationship with others. It indicated that the students had
communication ability for developing the collaboration as well as work with the others very
well. It might be due to the strategies of the Office of Bueng Kan Primary Educational
Service Area (2013) including the expansion of Educational Opportunity thoroughly so that
the students would obtain their opportunity for development with full potentiality. The
activities for life skill development were provided for students to live in society with the
others happily. It was congruent with research findings of Chuleepon Dad-ngam (2011),
found that the students were able to use their life skill based on Core Curriculum of Basic
Education (2008), both of overall and each aspect, in “rather High” level.
2) The teachers’ competency level factor, in overall, was in “High” level.
Considering each aspect, the teachers’ competency factor was in “High” level in every aspect.
The aspect with the highest level of average value was curriculum and learning management.
In indicated that the teachers viewed the importance of curriculum management and
knowledge management very much. It was congruent with strategies of the Office of Bueng
Kan Primary Educational Service Area (2013) in the whole system of teacher and Educational
Staffs development to be able to organize the quality instructional management in order to
serve the Educational Focus: the students would obtain higher level of learning achievement
from major Learning Substances in O-NET.
2.2 The analysis findings of Multi-level analysis in teachers’ competency, and
students’ life skill affecting the students’ quality.
1) The variable of students’ life skill affecting the students’ quality were as follows:
1.1) Building relationship with others caused positive effect on learning
achievement at 0.01 significant level. According to the findings, indicated that building
relationship with others, could cause the learning achievement tend to be increased. It might
be because building relationship with others, could help the students to be able to
communicate for creating the cooperation as well as working with the others, and building
relationship with teachers. If the students had high level of relationship with their teachers or
friends, they would be familiar with them, and be courage to ask when they have some
questions. As a result, their learning achievement would be increased. It was supported by
research findings of Pranee Labensa (2010) found that the relationship between teacherstudent could have an effect on the students’ achievement motive at 0.01 significant level.
1.2) Analytical thinking, decisions and creative problem solving caused
positive effect on learning achievement at 0.01 significant level. According to the findings,
indicated that when the students had some doubts in their classroom, they would ask their
teachers or friends regularly, and have critical thinking and planning before working.
The 7th International Conference on Educational Research:
13-14 September 2014, Faculty of Education, Khon Kaen University, Thailand
Consequently, they would understand the studied content, and have better efficient learning. It
was congruent with Tidsana Kammanee’s (2011) statement that the thinking skill was
necessary basic skill as well as being used very much in daily life, and be basis for high-order
thinking. If the students obtained development, they would be able to think, make their
decision, and conduct the complex and intensive topics. As a result, they would obtain more
progress. Moreover, it was supported by research findings of Tipsukon Wajeprasri (2011)
found that the analytical thinking had indirect effect on Mathematics Learning Achievement
in the highest level.
1.3) Emotion and stress management had negative effect on Students’
learning achievement at 0.01 significant level. According to the findings, it indicated that if
the students had the emotion and stress management in “High” level, it would cause the
students’ learning achievement to be decreased. Since the students preferred to participate in
joyful activity rather than the academic one. Consequently, their learning achievement tended
to be decreased. The Emotional Quotient might be opposite to the Intelligent Quotient. It was
congruent with Mental Health Department (2012) concluded statement that the persons with
Emotional Quotient who obtained very well development very well, they would be successful.
On the contrary, the persons with high Intelligent Quotient, if they were under pressure, they
might be able to cope with the tension. The high intelligent quotient students might not be
successful in their life.
2) The variable of teachers’ competency affecting quality as follows:
2.1) Curriculum and learning management had positive effect on learning
achievement at 0.01 significant level. According to the findings, it indicated that curriculum
and learning management had an effect on the students’ learning achievement. When the
higher level of teachers had in their curriculum management and knowledge management, the
higher level of learning achievement the students tended to be. It might be due to the policy
for enhancing the quality of schools under jurisdiction of the Office of Bueng Kan Primary
Educational Service Area, and determining the focus for every student to be promoted to be
excellent. So, the teachers had to organize the instructional management process enhancing
the higher level of students’ quality. It was supported by research findings of Mana
Sintuwongsanan (2007) found that the classroom management, had positive effect on
students’ quality. Therefore, the instructional management process was an important factor
for enhancing the students’ quality in higher level.
2.2) Self-development had negative effect on learning achievement at 0.05
significant level. According to the findings, it indicated that when the teachers had high level of
self development, the students’ learning achievement would tend to be decreased. It might be due
to the teachers’ major role and duty was not only to provide the instructional management, but
also to do special duty. Consequently, they had to go training/seminar or presentation their works.
It may cause the effects on the timing of the activity of teaching to students. So, the teachers could
not fully organize teaching and learning management for students. It was congruent with Daily
News Online Team (2013, 6th September) statement that the educational policy focused on the
teachers’ portfolio too much. It is impossible to devote time in preparing teaching fully.
Therefore, teachers can develop themselves by many ways. Teachers can create the network for
sharing experience of learning and teaching activities with teachers within their own schools.
Administrators should support the provision of learning resources to facilitate and encourage
teachers to develop their skills continuously.
Recommendations
1. Recommendations for applying the research findings
1) The Office of Bueng Kan Primary Educational Service Area should specify the
policy enhancing the students to develop higher level of good relationship with the others as well
as have analytical, decision making, and solving problem creatively.
The 7th International Conference on Educational Research:
13-14 September 2014, Faculty of Education, Khon Kaen University, Thailand
2) The Office of Bueng Kan Primary Educational Service Area should make plan for
establishing the policy for developing the students’ life skill to be intelligent in both of their
emotion as well as intelligence.
3) The Office of Bueng Kan Primary Educational Service Area should make plan for
establishing the policy providing opportunity for the teachers to obtain self development from the
seminar workshop or performance presentation more. But, it should be careful not to spend time
in instructional management.
4) The school administrators should promote teachers to be competent in managing the
curriculum and knowledge management, supervising, monitoring, and following up continuously
so that the knowledge management skill would be most efficient.
5) The school administrators should provide budget support or find the learning source
to provide convenience for teachers to obtain self development.
6) The school administrators should establish the Knowledge management network
both of inside, and outside school to obtain self development in instructional process
management.
2. Recommendations for future research
1) Teachers’ competency, and students’ life skill factors affecting the students’ quality,
under the Office of Secondary Educational service Area, should be conducted.
2) Qualitative Research regarding to the teachers’ competency, and students’ life skill factors
affecting the students’ quality, should be conducted in order to use the intensive data for developing the
students’ quality further.
3) Factors of students’ quality besides their learning achievement, for instance, the
students’ ethics and morality as well as students’ competency, should be studied.
References
Dad-ngam, Chuleepon. (2011). A Study of Students’ Ability in Life Skill based on Core
Curriclum of Basic Education 2008 in Assumption Primary School, 2011 Academic
Year. Bangkok: Assumption Primary School.
Daily News Online Team. (2013, 6th September). Reflected Voice “Teacher-Learner” When
Thai Education is the Last. Daily News. Searching on 10th April 2013 from
http://www.dailynews.co.th/Content/
Educational Testing Institute. (2012). O-NET Report, Pratomsuksa 6, 2012 Academic Year.
Searching on 8th December 2013 from http://www.onetresult.niets.or.th/AnnouncementWeb/
Login.aspx
Heck, R.H. and Thomas, S.L. (2000). An Introduction to Multilevel Modeling Techniques.
London: Lawrence Erlbaum Associates.
Kammanee, Tidsana. (2011). Analytical, Synthesis, Creative, and Critical Thinking Skills:
An Integration in Knowledge Management. Journal of Royal Institute, 36(2), 188-204.
Kanchanawasee, Sirichai. (2011). Multi-level Analysis. The 5th Ed. Bangkok: Chulalongkorn
University.
Koonsri, Woranan. (2007). Road Map to Instructional Reform: A Viewpoint for Quality Development of
Instructional Management in Major Subject. Academic Journal, 10(3), 73-76.
Jitmittapab, Sootipon. (2010). The Changes of Learning World in the 21st Century and Development
for Professional Teachers. Searching on 9th August 2013 from http://hu.swu.ac.th/hu/km/
Files/2_Changes_in_the_world.21pdf.
Labensa, Pranee. (2010). Factors Affecting the Achievement Motivation of Matayomsuksa 3
Students in Private Islam Teaching School in Pattani Province. Master of Education
Thesis in Educational Measurement and Research, Graduate School, Prince of Songkla
University.
Mental Health Department. (2012). Handbook of Emotional Quotient. Bangkok: Center
of Information Technology and Public Relation, Mental Health Department.
The 7th International Conference on Educational Research:
13-14 September 2014, Faculty of Education, Khon Kaen University, Thailand
Ministry of Education. (2009). Core Curriculum of Basic Education 2008. Bangkok:
Cooperative Association of Thailand.
Office of Bueng Kan Primary Educational Service Area. (2013). Action Plan for 2013
Budget Year. Buengkan: The Office of Bueng Kan Primary Educational Service Area.
Pahe, Surasak. (2013). Teacher Competency Development in the 21st Century. Document of
Seminar and Educational Staffs, under The Office of Prae Primary Educational
Service Area 1-2. Teacher Development Program by Developing the Mentor System,
Prae: Nakon Prae Tower Hotel.
Sintuwongsanon, Mana. (2007). Factors Enhancing the Educational Management Affecting
Students’Quality in North Eastern Region. Journal of Education, 18(2), 115-128.
Udom, Poonsook. (2013). Causal Analysis and Effect on Teachers’ Competency
Development in Southern Region based on Professional Standard in Process of
Knowledge Management Development. Curriculum and Instruction, Faculty of
Education, Taksin University.
Wajeeprasee, Tipsukon. (2011). Factors affecting the Mathematics Learning Achievement
titled “Conic Section” of Matayomsuksa 4 Students, under The Office of Nongkai
Educational Service Area 1. Master of Educational Thesis in Educational Research,
Graduate School, Mahasarakam University.