The Development of Teachers’ Knowledge and Behaviour in Promoting Preschoolers’ Self-Discipline
type: CreativeWork
description: This research study examines the problematic issues associated with developing a programme of in-service training for teachers on the topic of self-discipline in preschool children in Thailand. The study is predicated on the notion that a lack of understanding of ways to enhance self-discipline amongst young children can lead to difficult and challenging behaviour issues in schools, which may also contribute to poor academic achievement and poor social skills later on in the education system. It is noted that training on the topic of promoting self-discipline for preschool children has rarely been provided for Thai teachers and that the in-service programmes that do exist tend to be focused on short courses that emphasise the acquisition of knowledge through direct instruction in the form of lectures and presentations. This study thus focuses on the development and subsequent analysis of the effectiveness of a teacher education programme using the Socialisation, Externalisation, Combination and Internalisation (SECI) Model of training and development, which was originally developed in Japan, in order to develop teacher knowledge and skills in relation to the promotion of preschoolers’ self-discipline in one school in Thailand.A mixed-methods approach was employed to collect both qualitative and quantitative data on the head teacher, deputy head teachers, preschool teachers and preschoolers. Three methods including semi-structured interviews, semi-structured observations and classroom observations were used to collect the quantitative data, while the quantitative data was collected by questionnaires and behaviour checklists. The study was conducted in one nursery school in Bangkok, as a case study. The sample consisted of one head teacher, three deputy head teachers, 24 preschool teachers and 527 preschoolers. A total of 24 preschool teachers participated in all sessions of the programme for 9 weeks, excluding pre- and post-test. The data gathering in the study was d…
abstract: This research study examines the problematic issues associated with developing a programme of in-service training for teachers on the topic of self-discipline in preschool children in Thailand. The study is predicated on the notion that a lack of understanding of ways to enhance self-discipline amongst young children can lead to difficult and challenging behaviour issues in schools, which may also contribute to poor academic achievement and poor social skills later on in the education system. It is noted that training on the topic of promoting self-discipline for preschool children has rarely been provided for Thai teachers and that the in-service programmes that do exist tend to be focused on short courses that emphasise the acquisition of knowledge through direct instruction in the form of lectures and presentations. This study thus focuses on the development and subsequent analysis of the effectiveness of a teacher education programme using the Socialisation, Externalisation, Combination and Internalisation (SECI) Model of training and development, which was originally developed in Japan, in order to develop teacher knowledge and skills in relation to the promotion of preschoolers’ self-discipline in one school in Thailand.A mixed-methods approach was employed to collect both qualitative and quantitative data on the head teacher, deputy head teachers, preschool teachers and preschoolers. Three methods including semi-structured interviews, semi-structured observations and classroom observations were used to collect the quantitative data, while the quantitative data was collected by questionnaires and behaviour checklists. The study was conducted in one nursery school in Bangkok, as a case study. The sample consisted of one head teacher, three deputy head teachers, 24 preschool teachers and 527 preschoolers. A total of 24 preschool teachers participated in all sessions of the programme for 9 weeks, excluding pre- and post-test. The data gathering in the study was d…
author: Lungka, P
keywords: LB1501 Primary Education
date published: 2015
date modified: 2026-07-24T06:30:03Z
provider: Liverpool Jon Moores University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Liverpool John Moores University

PropertyValue
property ID: DOI
value: 10.24377/LJMU.t.00004573