The Formation of Participative Strategic Administration Model for Teacher Professional Development into Student Based on the 21st Century Learning Skills

Abstract

The research emphasized on 4 main purposes as follows; 1) to study fundamental information and needs in developing participative strategic administration for teacher professional development into student based on the 21st century learning skills, 2) to formulate an essential model of participative strategic administration for teacher professional development into student based on the 21st century learning skills, 3) to perform usability testing of the formulated participative strategic administration model for teacher professional development into student based on the 21st century learning skills, and 4) to evaluate usability of the formulated participative strategic administration model for teacher professional development into student based on the 21st century learning skills. The target group of the research included 90 teachers and the samples were 311 students. The statistics used for data analysis were percentage, mean, standard deviation, and content analysis. The findings of the research revealed that fundamental information and needs to promoting employee development through continuing education. The administration should establish a structured strategic planning to implementation is going in the same direction. Teachers must have the professional knowledge to the learner .The participative strategic administration model for teacher professional development into student based on the 21st century learning skills was represented as PSPPC 21 Model which consisted of 5 significant factors; 1) Planning : P, 2) Strategies Management : S, 3) Participation : P, 4) Professional Teachers : P, and 5) the 21st Century Skills : C21, in accordance with the standard of propriety, accuracy, feasibility, and utility. The participative strategic administration for teacher professional development into student based on the 21st century learning skills was at high level. The teacher professional development was at high level. The learning management based on the 21st century learning skills was at high level. The satisfaction towards participative strategic administration model for teacher professional development into student based on the 21st century learning skills was at high level.