Affiliations: [a]
Department of Technology and Operations Management, Kasetsart University, Bangkok, Thailand
| [b]
Department of Industrial Engineering, Kasetsart University, Bangkok, Thailand
| [c]
Department of Information Systems and SCM, Institute of Management and Quality Sciences, Maria Curie-Sklodowska Univeristy, Lublin, Poland
Correspondence:
[*]
Correspondence to: Kongkiti Phusavat, Department of Industrial Engineering, Kasetsart University, 50 Ngam Wong Wan Rd, Ladyaow Chatuchak, Bangkok 10900, Thailand. Tel.: +66 02 797 0999/Ext.: 1661 3; Fax: +66 02 579
3971; E-mail: fengkkp@ku.ac.th; ORCID: 0000-0002-2283-1118.
Abstract: BACKGROUND:
BACKGROUND: Traditionally, teachers with less work experience receive more training in non-academic areas such as school disengagement. This circumstance affects a school’s readiness when attempting to create a student-focused environment. Teachers need to have a consistent approach when dealing with disengaged students. OBJECTIVE:The study examines the relationship between work experience on the decision relating to in-service training needs to cope with school disengagement. This study focuses on the schools from Bangkok Metropolitan Administration. METHODS:The method consists of several steps. The first step is to identify a general set of non-academic training needs. The next step is to distribute the survey to teachers. Finally, statistical analysis is applied to examine the impacts from work experience. RESULTS:Based on the surveys completed by 147 teachers who are categorized into four work-experience groups. The findings show that work experience does not affect the decisions regarding training needs. Thus, younger as well as older teachers alike should be provided with similar training programs to deal disengaged students. CONCLUSIONS:Work experience should not be used as a criterion when selecting teachers when providing in-service training for non-academic areas. Consistent practice by teachers is needed when creating a student-focused environment.
Keywords: Student-focused environment, in-service teacher training, work experience, school disengagement
