Components and Indicators of Essential Future Work Skills for Teachers in the Sarasas Affiliated Schools: A Confirmatory Factor Analysis
AIOR Admin- 7 days ago
- 1 min read
Sittiratch Leeloun, Nipitpholt Sanitlou
Sarasas Suvarnabhumi Institute of Technology, Thailand
In an era of rapid technological advancement and evolving educational landscapes, developing essential skills for future educators is vital for fostering effective and innovative teaching. This study examines the components and indicators of essential future work skills for teachers in Sarasas Affiliated Schools by developing and validating a competency structural model through Confirmatory Factor Analysis (CFA). A quantitative research design was employed, surveying 390 teachers from 45 Sarasas schools using a questionnaire with 101 indicators categorized into five core skill domains: (1) Communication and Digital Literacy, (2) Self-Management, (3) Creative Thinking, (4) Social and Emotional Skills, and (5) Leadership. The findings reveal that each domain significantly contributes to the overall competency framework, with self-management identified as the most critical skill, enabling teachers to adapt effectively to educational changes. The study highlights the need for educators, administrators, and professional development agencies to integrate these skills into teacher training programs to meet 21st-century demands. Key findings include: (1) Essential future work skills comprise five primary components, 21 sub-components, and 101 indicators; (2) The structural model demonstrated strong empirical alignment, with statistical measures confirming its validity: Chi-square (χ²) = 154.94; df = 152; P-value = 0.41843; GFI = 0.96; AGFI = 0.95; RMSEA = 0.007; CN = 390. This validated model offers a practical framework for developing teacher competencies, serving both as a guide for professional growth and as an effective assessment tool for future-ready educators.
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