Components and Indicators of Essential Future Work Skills for Teachers in the Sarasas Affiliated Schools: A Confirmatory Factor Analysis

1. Introduction

The 21st-century education system is undergoing significant transformations due to advancements in technology, society, and the economy, necessitating teacher adaptability to prepare students for future workforce demands. Teachers' roles now extend beyond imparting academic content; they must foster critical thinking, digital literacy, creativity, self-management, and leadership skills.

International educational frameworks—including OECD (2021), World Economic Forum (2020), and UNESCO (2019)—emphasize teacher skill development, particularly in technological adaptation, lifelong learning, and educational leadership, as essential factors in preparing students for the future.

In Thailand, Sarasas Affiliated Schools play a pivotal role in primary and secondary education. Enhancing teachers' skills to align with technological advancements and modern pedagogical approaches is imperative to ensuring effective knowledge transfer, promoting active learning, and maximizing student potential.

Thus, this study aims to develop a competency model of essential future work skills for teachers in Sarasas Affiliated Schools, serving as a guideline for evaluation, development, and professional enhancement in a rapidly evolving educational landscape.

2. Research Objectives

This study aims to examine the components and indicators of essential future work skills for teachers in Sarasas Affiliated Schools and to validate the structural competency model against empirical data. The specific objectives are as follows.

1. To analyze the structure and components of essential future work skills for teachers in Sarasas Affiliated Schools.

2. To develop a structural model of the components and indicators of teachers' future work skills.

3. To validate the alignment of the proposed structural model with empirical data.

4. To propose strategies for enhancing teachers' competencies to align with the future demands of the education system.

3. Conceptual Framework of the Research

This study aims to analyze the components and indicators of essential future work skills for teachers in Sarasas Affiliated Schools. To construct the conceptual framework, the researcher conducted an extensive review of theories, literature, and empirical studies, synthesizing relevant concepts into a structured framework. The framework consists of five core components and 21 sub-components, as illustrated in Figure 1.

Figure 1: Conceptual framework for the research study.

4. Research Methodology

This quantitative study employs a survey-based approach and CFA (Confirmatory Factor Analysis) to develop and validate a future teacher competency model.

Study Phases

Phase 1: Development of Skill Indicators

o   Literature review on teacher competencies and future work skills

o   Identification of primary and sub-components

o   Synthesis of 101 indicators

Phase 2: Model Validation

o   Population: 4,799 teachers across 45 Sarasas Affiliated Schools

o   Sample: 390 teachers selected via multi-stage sampling (based on Hair et al. (2010) recommendations)

o   Research Instrument: Likert-scale questionnaire (5-point scale)

o   Reliability Testing: Cronbach’s Alpha = 0.98 (high reliability)

o   Data Analysis: CFA using LISREL and SPSS

o   Model Validation Criteria: Chi-square/df < 2, GFI & AGFI > 0.90, RMSEA < 0.08

Table 1: Summary of Model Fit Criteria

5. Research Summary

This study aimed to examine the components and indicators of essential future work skills for teachers in Sarasas Affiliated Schools and to validate the structural model against empirical data. The research utilized a sample of 390 teachers from 45 Sarasas schools, employing Confirmatory Factor Analysis (CFA) for data analysis.

5.1 Components and Indicators of Essential Future Work Skills for Teachers

The findings confirm that the identified components and indicators are appropriate, classifiable into five core components, 21 sub-components, and a total of 101 indicators, all demonstrating high average scores across all domains.

5.1.1 Communication, Information, Media Literacy, and Technology Skills

·      

Includes 4 sub-components and 14 indicators, covering media access, analysis, interpretation, and evaluation.

5.1.2 Self-Management Skills

·      

Consists of 5 sub-components and 22 indicators, encompassing goal setting, time management, and self-regulation.

5.1.3 Creative Thinking Skills

·      

Comprises 4 sub-components and 26 indicators, addressing innovation, flexibility, and problem-solving.

5.1.4 Social and Emotional Skills

·      

Encompasses 4 sub-components and 20 indicators, emphasizing emotional awareness, self-management, and relationship-building.

5.1.5 Leadership Skills

·     

Comprises 4 sub-components and 19 indicators, focusing on teamwork, change management, and professional development.

5.2 Factor Loadings of Indicators

Upon further analysis of the model (as shown in Table 43 and Figure 20), all 21 indicators demonstrated positive factor loadings ranging from 0.088 to 0.43, exceeding the acceptable threshold of 0.30. Additionally, all indicators were statistically significant at the 0.01 level. The ranking of key future work skills indicators, based on their factor loadings, is as follows.

·       Self-Management Skills (SEL) = 0.99

·       Leadership Skills (LEA) = 0.80

·       Communication, Information, and Digital Literacy Skills (COM) = 0.76

·       Creative Thinking Skills (CRE) = 0.67

·       Social and Emotional Skills (EMO) = 0.57

Since second-order CFA does not report factor score coefficients, the researcher substituted the component weightings of the five skill domains to construct a scaled indicator model for essential future work skills for teachers in Sarasas Affiliated Schools.

According to Phetmanee Wiriyasueppong (2011, cited in Kaisit Pelarin, 2009, p. 243), these two values convey a similar conceptual meaning. Consequently, the structural equation model (SEM) for the future work skills indicators can be expressed as

SKILLS=0.76(COM)+0.99(SEL)+0.67(CRE)+0.57(EMO)+0.80(LEA)

5.3 Results of the Second-Order Confirmatory Factor Analysis (CFA) of the Future Work Skills Model for Teachers in Sarasas Affiliated Schools

The second-order Confirmatory Factor Analysis (CFA) results indicate that the model exhibits excellent fit with empirical data, as evaluated by the following statistical indicators.

·       Chi-square (χ²) = 154.94, Degrees of freedom (df) = 152, P-value = 0.41843 (not statistically significant, indicating model fit).

·       Chi-square/df = 0.96, which is below the threshold of 2, confirming good model fit.

·       Goodness-of-Fit Index (GFI) = 0.96, meeting the acceptable benchmark (>0.90).

·       Adjusted Goodness-of-Fit Index (AGFI) = 0.95, exceeding the required threshold (>0.90).

·       Root Mean Square Error of Approximation (RMSEA) = 0.007, which is well below the standard cut-off of 0.08, signifying a strong fit.

These indicators support the acceptance of the primary hypothesis that the proposed research model aligns with empirical data.

Figure 2: Model of essential future work skills for teachers in Sarasas affiliated schools

4. Discussion

The findings of this study provide compelling insights into the essential future work skills required for teachers to thrive in an evolving educational landscape. By validating a structured competency model through Confirmatory Factor Analysis, this study establishes a robust framework that highlights the transformational role of self-management, communication, creativity, socio-emotional intelligence, and leadership in shaping teacher effectiveness.

4.1 The Primacy of Self-Management in Teacher Competency

One of the most striking results of this study is the overarching significance of self-management, which emerged as the most influential competency. This finding aligns with global workforce trends emphasizing adaptability, resilience, and lifelong learning as key attributes for professionals in the digital era (McKinsey, 2021). Teachers with strong self-regulation, goal-setting abilities, and emotional control are better equipped to handle the rapid transformations in pedagogical approaches, technological integration, and student engagement. The increasing emphasis on self-directed learning and flexible teaching strategies further reinforces the need for this competency.

4.2 The Integration of Digital Literacy and Communication

The study also confirms the critical role of Communication and Digital Literacy as an essential competency for modern educators. As classrooms become increasingly technology-driven, teachers must not only consume digital content but critically analyze, interpret, and create it to enhance student engagement and learning outcomes. This aligns with Trilling and Fadel's (2009) emphasis on digital fluency as a cornerstone of 21st-century teaching practice. The ability to effectively leverage digital platforms for instructional delivery is no longer an optional skill—it is fundamental to 21st-century teaching.

4.3 Creativity as the Catalyst for Innovation

Another major takeaway from this research is the vital role of creative thinking in effective teaching. The modern education system increasingly requires teachers to design innovative, flexible, and engaging learning experiences that accommodate diverse student needs. Creative problem-solving allows educators to develop adaptive instructional methods, foster critical thinking, and promote inquiry-based learning, preparing students for an unpredictable future. This finding resonates with the World Economic Forum's (2020) identification of creativity as a critical skill for future workforce development.

4.4 The Significance of Socio-Emotional Intelligence in Teaching

The findings underscore the importance of emotional and social intelligence as a key component of teacher competency, supporting Goleman's (1998) conceptualization of emotional intelligence in professional settings. Teachers who demonstrate high self-awareness, empathy, and interpersonal skills create positive, emotionally supportive learning environments that enhance student motivation, collaboration, and well-being. In the post-pandemic world, where students face increased anxiety and uncertainty, emotionally intelligent educators are instrumental in fostering resilience and social cohesion in classrooms.

4.5 Leadership as a Driver of Educational Transformation

Leadership skills were identified as another fundamental competency, emphasizing the need for collaborative decision-making, mentorship, and institutional leadership. This aligns with Fullan's (2020) work on leading in cultures of change. As education systems undergo rapid transformation, teachers who possess strong leadership capabilities are better positioned to influence policy, mentor peers, and drive curriculum innovation. The integration of leadership training into teacher development programs will ensure that educators are not just classroom managers but agents of educational transformation.

4.6 Implications for Policy and Professional Development

The results of this study provide a strategic blueprint for educational policymakers, administrators, and teacher training institutions. The integration of these competencies into professional development initiatives will empower teachers to navigate challenges, harness opportunities, and inspire student success.

To maximize impact, institutions should:

• Implement competency-based teacher training models that focus on self-management and leadership development

• Enhance digital literacy programs to equip educators with skills necessary for technology-integrated teaching

• Foster professional learning communities that encourage peer mentorship, collaboration, and innovation

• Prioritize emotional intelligence training to cultivate student-centered teaching approaches that foster well-being and engagement

By embedding these competencies into continuous professional development programs, educational institutions can future-proof their teaching workforce, ensuring that teachers are equipped not only to adapt to change but to lead the future of education.

7. Conclusion

This study establishes a structured competency framework that identifies and validates the essential future work skills required for teachers in Sarasas Affiliated Schools. Through Confirmatory Factor Analysis, the research confirms that Self-Management, Communication and Digital Literacy, Creative Thinking, Socio-Emotional Skills, and Leadership are critical in shaping educators who are adaptable, resilient, and capable of navigating the rapidly evolving educational landscape.

Among these competencies, Self-Management emerged as the most influential, underscoring the importance of adaptability, emotional regulation, and lifelong learning in modern teaching. Additionally, digital literacy and creative problem-solving were identified as fundamental to fostering student engagement and innovation in pedagogy. The study also highlights the crucial role of emotional intelligence and leadership, ensuring that teachers not only facilitate learning but also inspire and lead within their institutions.

The findings of this study have significant implications for teacher training programs, educational policy, and professional development initiatives. As education continues to transform, this study serves as a strategic roadmap for ensuring that teachers are not just adapting to change but actively shaping the future of learning. Future research should explore longitudinal impacts of competency-based training programs and examine the integration of artificial intelligence and adaptive learning technologies in teacher competency development.

Author Contributions: All authors contributed to this research.

Funding: Not applicable.

Conflict of Interest: The authors declare no conflict of interest.

Informed Consent Statement/Ethics Approval: Not applicable.