A Model for the Development of the Teaching Efficiency of Religious Teachers in Islamic Private Schools in the Three Southernmost Provinces of Thailand

Abstract

The purpose of this research was to develop a model to improve the teaching efficiency of religious teachers in Islamic private schools in the three southernmost provinces of Thailand using mixed research methods in an exploratory sequential design. Results showed that all six components of teacher efficiency were at unacceptable level and need to be improved urgently. In addition, an institution which has the specific purpose of improving the teaching efficiency of religious teachers should be established under the administration of all stakeholders in the region.

Appropriate Learning Management for Studentswith Different Learning Styles within a Multicultural Society at State-run Universities in Thailand

“…In Islamic schools, teachers usually focus on Islamic principles, which students need to comprehend and practice in daily life based on the dictates of Islam. Moreover, most teachers lack teaching skills since they do not graduate from either colleges of education or similar institutions (Churngchow et al, 2015). Meanwhile, public schools focus on regular subjects such as mathematics, English and natural sciences.…”

“…As a result, both students and teachers lack Thai language skills. In addition, Islamic teachers usually teach using a teacher-centered methodology in which the teacher is the center of knowledge and controls the learning while the students usually passively receive information with the focus on teaching by reading and writing more than through other methods (Churngchow, Rorbkorb, Petch-urai, Chirtkiatsakul, Waedramae, Saneeyeng, & Aumchoowatta, 2015). Unfortunately, the lack of Thai language skills causes serious problems with students' academic performance especially on regular courses.…”

Students’ Understanding of Nature of Science in Islamic Private School

“…The southern border region of Thailand, comprising Pattani, Yala, and Narathiwat, is characterized by a multicultural society. The dominant religion in this region is Islam, resulting in a distinct society and culture that differs from other areas (Churngchow et al, 2015). To address the unique multicultural context, educational policies, often referred to as "multicultural education policies," have been implemented to accommodate the diverse learners in this region.…”