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Original Article 


Thai early childhood education quality assurance assessor competency development analysis Tay erken çocukluk eğitimi kalite güvence değerlendiricisi geliştirme analizi

Punnee LEEKITCHWATANA, Khanidtha TANGWARASITTICHAI, Paitoon PIMDEE.

Abstract
Abstract. In Thailand, starting in 2000, education quality assessment was tasked to the Office for National Education Standards and Quality Assessment (ONESQA). Subsequently, 5-year cycles (rounds) were established to assess Thai educational institutions. In Round 1, 35,134 schools at the basic education level were assessed. Subsequently, numerous issues concerning the external assessors’ (EA) competency were raised. Therefore we undertook a 2nd-order confirmatory factor analysis (CFA) of the study’s three latent and 17 observed variables concerning early childhood education EA competency. Multi-stage random sampling was used to conduct the sample survey of 400 early childhood education quality assurance (QA) EAs across 40 Thai provinces covering four regions. IBM’s® SPSS® Amos™ 24 software was used for the analysis. Results revealed that EAs perceived their information technology skills (SH) as critical. This was followed by early childhood education knowledge (KA) and true friends (AA).

Key words: Competency, Early childhood, Elementary education, Education evaluation, ONESQA, Quality assurance


 
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How to Cite this Article
Pubmed Style

LEEKITCHWATANA P, KT, PIMDEE P. Thai early childhood education quality assurance assessor competency development analysis Tay erken çocukluk eğitimi kalite güvence değerlendiricisi geliştirme analizi. EEO. 0; 0(0): 0-0.


Web Style

LEEKITCHWATANA P, KT, PIMDEE P. Thai early childhood education quality assurance assessor competency development analysis Tay erken çocukluk eğitimi kalite güvence değerlendiricisi geliştirme analizi. https://ilkogretim-online.org/?mno=137424 [Access: April 04, 2022].


AMA (American Medical Association) Style

LEEKITCHWATANA P, KT, PIMDEE P. Thai early childhood education quality assurance assessor competency development analysis Tay erken çocukluk eğitimi kalite güvence değerlendiricisi geliştirme analizi. EEO. 0; 0(0): 0-0.



Vancouver/ICMJE Style

LEEKITCHWATANA P, KT, PIMDEE P. Thai early childhood education quality assurance assessor competency development analysis Tay erken çocukluk eğitimi kalite güvence değerlendiricisi geliştirme analizi. EEO. (0), [cited April 04, 2022]; 0(0): 0-0.



Harvard Style

LEEKITCHWATANA, P., , . K. T. & PIMDEE, . P. (0) Thai early childhood education quality assurance assessor competency development analysis Tay erken çocukluk eğitimi kalite güvence değerlendiricisi geliştirme analizi. EEO, 0 (0), 0-0.



Turabian Style

LEEKITCHWATANA, Punnee, Khanidtha TANGWARASITTICHAI, and Paitoon PIMDEE. 0. Thai early childhood education quality assurance assessor competency development analysis Tay erken çocukluk eğitimi kalite güvence değerlendiricisi geliştirme analizi. Elementary Education Online, 0 (0), 0-0.



Chicago Style

LEEKITCHWATANA, Punnee, Khanidtha TANGWARASITTICHAI, and Paitoon PIMDEE. "Thai early childhood education quality assurance assessor competency development analysis Tay erken çocukluk eğitimi kalite güvence değerlendiricisi geliştirme analizi." Elementary Education Online 0 (0), 0-0.



MLA (The Modern Language Association) Style

LEEKITCHWATANA, Punnee, Khanidtha TANGWARASITTICHAI, and Paitoon PIMDEE. "Thai early childhood education quality assurance assessor competency development analysis Tay erken çocukluk eğitimi kalite güvence değerlendiricisi geliştirme analizi." Elementary Education Online 0.0 (0), 0-0. Print.



APA (American Psychological Association) Style

LEEKITCHWATANA, P., , . K. T. & PIMDEE, . P. (0) Thai early childhood education quality assurance assessor competency development analysis Tay erken çocukluk eğitimi kalite güvence değerlendiricisi geliştirme analizi. Elementary Education Online, 0 (0), 0-0.








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