School Administrators' Competencies for Effective English Language Teaching and Learning in Thai Government Primary Schools

Autor/inn/en	Nomnian, Singhanat; Arphattananon, Thithimadee
Titel	School Administrators' Competencies for Effective English Language Teaching and Learning in Thai Government Primary Schools
Quelle	In: IAFOR Journal of Education, 6 (2018) 2, S.51-69 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2187-0594
Schlagwörter	Foreign Countries; Administrator Qualifications; English (Second Language); Second Language Instruction; Teacher Competencies; Second Language Learning; Elementary Education; Semi Structured Interviews; Strategic Planning; Educational Innovation; Leadership Effectiveness; Leadership Qualities; Instructional Leadership; Stakeholders; Administrator Attitudes; Thailand + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Lehrkunst; Zweitsprachenerwerb; Elementarunterricht; Strategy; Planning; Strategie; Planung; Instructional innovation; Bildungsinnovation; Führungseffizienz; Führungseigenschaft; Instruction; Leadership; Bildung; Erziehung; Führung
Abstract	This study aims to explore school administrators' insights into the key competencies that play an important role in achieving success in English language teaching and learning at government primary schools in Thailand. The study employed semi-structured interviews with six school administrators, including four principals and two head teachers of foreign language departments from Bangkok and five regions in Thailand. Based on SEAMEO INNOTECH's (2015) "Success Competencies of Southeast Asian School Heads," the results reveal that school administrators' essential competencies include strategic thinking and innovation, managerial leadership, instructional leadership, personal excellence, and stakeholder engagement. These competencies are overlapped, interconnected, and underpinned by complex factors including school administrators' visions and administrative policies, English as a medium of instruction, Thai teachers, foreign teachers, teacher professional development, students' learning behaviors, learning materials and ICT, English language development activities, family engagement, and the strong support of the Ministry of Education. These factors are not mutually exclusive; they are, rather, interwoven in the sophisticated educational networks that require consistent and mutual collaborations from all relevant stakeholders who will gear the students towards English language learning success. School administrators' competencies and leadership skills should be enhanced for effective administration. Professional learning community partnerships need to be initiated and strengthened for long-term collaborations in order to enhance sustainable development of English language teaching and learning in primary education in Thailand. (As Provided).
Anmerkungen	International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site: http://iafor.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01