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Item Metadata only Do they keep technology in mind? An implementation of TPACK-oriented science teacher program for science degree-graduated students(2014) Niwat Srisawasdi; Patcharin Panjaburee; พัชรินทร์ ปัญจบุรี; Khon Kaen University. Faculty of Education; Mahidol University. Institute for Innovative LearningScience-based education in 21st century needs qualified and innovative science teachers who are expertise in using information and communication technology as pedagogical tool for their work and as cognitive tool for student learning...-focused preservice science teacher program for science degree-graduated students. The study participants were 54 preservice science teachers in a master degree of education at Khon Kaen University, Thailand. The alignment of 2-yearItem Metadata only The management of ethnic communities' organizations partnership for teacher preparation in Myanmar(Mahidol University. Mahidol University Library and Knowledge Center, 2024) Anui, 1983-; Patreeya Kitcharoen, ethnic communities' organizations (ECOs) in Myanmar have promoted joint ventures in solving teacher shortage and education provision need. The purpose of this qualitative study was to explore the management process of the ethnic communities' organizations... shaping interagency partnership in terms of: climate, processes, people, policies, and resources. The study argued about the strategies of ECOs' partnership management process and the education provision concerning teacher training programs for the localItem Metadata only The development of teachers' networks for self-development concerning the learning process of students under Phranakhonsiayutthaya educational service area office 1 and 2(Mahidol University. Mahidol University Library and Knowledge Center, 2005) Maream Sormad; Supavan PhlainoiItem Metadata only Relationship between principals' transformational leadership and teacher motivation in central schools of Zhemang district, Bhutan(Mahidol University. Mahidol University Library and Knowledge Center, 2018) Drakpa, Dawa, 1981-; Arisara Leksansern; Poschanan Niramitchainont; Sovaritthon ChansaengseeThe purposes of this study were to determine the level of transformational leadership behaviors and the motivation levels of teachers based on the perceptions of the teachers and to investigate the relationship between transformational leadership... behavior and teacher motivation in central schools of Zhemgang district, Bhutan. The study employed both qualitative and quantitative methods. The sample consisted of entire 178 teachers in the four central schools. The Multifactor Leadership QuestionnaireItem Metadata only The effect of motivation on professional development of teachers in Mindat township, Chin state, Myanmar(Mahidol University. Mahidol University Library and Knowledge Center, 2024) Yu, Mon Kyaw, 1986-; Patreeya Kitcharoen; Poschanan Niramitchainont; Arisara LeksansernThe purpose of this research was to study the effect of motivation on professional development (PD) of teachers in Mindat township, Chin State. The objectives of this paper were 1) to study the level of teacher's motivation 2) to study the level... of teachers' perception on professional development 3) to examine the effect of motivation on professional development of teachers. The sample of this paper was 168 teachers from 7 schools in Mindat township, Chin State. The research instrument was surveyItem Metadata only A study on teachers' burnout in senior middle schools at Datian county, Fujian province, China(Mahidol University. Mahidol University Library and Knowledge Center, 2024) Lin, Shaojun, 1993-; Patreeya Kitcharoen; Arisara Leksansern; Sovaritthon Chansaengseeconsisted of 300 teachers and the qualitative sample group consisted of six teachers who have experienced high level of burnout. The questionnaire was based on Maslach Burnout Inventory- Educators Questionnaire (Maslach et al, 1997). The reliability... recommended the local education authority to offer favorable benefit and salary systems, support each school recruiting more senior teachers based on the need, and improve the teacher promotion system. The researcher recommended the school principalsPublication Metadata only The impact of the standard-based science teacher preparation program on pre-service science teachers' attitudes toward science teaching(2011-03) Khajornsak Buaraphan; ขจรศักดิ์ บัวระพันธ์; Mahidol University. Institute for Innovative LearningTeachers' attitudes toward science teaching influence science teaching and learning. Promoting positive attitudes toward science teaching in pre-service science teachers appears as an important task for science teacher educators. This study... aims (a) to explore 113 pre-service science teachers' attitudes toward science teaching at the beginning of the first semester in a standard-based science teacher preparation program, which had initiated in a universityItem Metadata only The relationship between self-esteem and job satisfaction of primary school teachers in Fuding city, China(Mahidol University Library and Knowledge Center, 2024) Chen Rongmei; Patreeya Kitcharoen; Naranan Suriyamanee; Arisara Leksansern.01 level (r=.158). Based on the study results, the research recommends that the Education Service Office (ESO) establish a job engagement policy that would enable teachers participate more in decision-making, recognize staff performance, conduct regular... research in order to further enhance teachers' self-esteem. Furthermore, the study also recommended to strengthen the ESO's investment in education, create more opportunities for career development, make compensation programs more attractive, and conductItem Metadata only Competencies for Thai's studio Piano teachers(Mahidol University. Mahidol University Library and Knowledge Center, 2007) Phimhathai Chinnapha; Sakchai HirunruxItem Metadata only The quality of new generation teachers in Thai context(Mahidol University. Mahidol University Library and Knowledge Center, 2024) Jatuporn Wisitchotiaungkoon; Nawarat Phlainoi; Supavan Phlainoi; Somkiat Chobpholin the teaching career, the learning atmosphere at the institutions, quality of teachers at the institutions, and the learning experiences. Teacher-development institutions were in the area of Primary Educational Service Area Office with internal and external... institutions of Ministry of Education that take parts in various forms of developing teachers. Teacher developments could be categorized into two ways, developing plans at the present, and 2) developing plans that are related to contexts which are physical