Alignments between Integrated Education Standards and Instructional Practices
of Primary School Teachers in Ubonratchathani Primary Education Service Area 3

Phatchanee Khotmontree¹

¹Phatchanee69@gmail.com

Abstract

The purposes of this research were: (1) to evaluate the alignments between Integrated Education Standards and Instructional Practices of Primary School Teachers in Ubonratchathani Primary Education Service Area 3. (2) to compare the alignment of the Integrated Education Standards and Instructional Practices of Teachers in Ubonratchathani Primary Education Service Area 3 across degree, field of study, teaching experience, location, type and size of the school. The research sample was 243 Teachers in Ubonratchathani Primary Education Service Area 3 of 81 schools in the academic year 2015. The sample was drawn from stratified sampling and various tools were used to set of survey questionnaire on instructional practices. The data was analyzed through the frequency of mean, standard deviation, percentage, the Porter's alignment index, t – test and one-way analysis of variance. The research findings show that (1) The alignment between Integrated Education Standards and Instructional Practices of Primary School Teachers in Ubonratchathani Primary Education Service Area 3 are less consistent and had an average of 0.34. (2) no significant difference was found as a result of comparison of the alignments between Integrated Education Standards and Instructional Practices of Teachers in Ubonratchathani Primary Education Service Area 3 across degree, field of study, teaching experience, location and size of the school. However, there was a type of the school quality assurance at the 0.5 level.

Keywords: Alignment, Instructional Practices, Integrated Education Standards