Information Literacy Competency of Secondary School Teachers in the Northeast Regions

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Ketsuda Tawilwang Smarn Loipha Prasong Tochot


The purpose of the study is to focus on the assessment of high school teachers’ information literacy competencies and on the comparative analysis of their competencies. The study sample consists of 400 Northeastern high school teachers from 5 learning clusters: mathematics, science, Thai language, foreign languages, and social sciences, religions, and cultures. The research tool includes the information literacy assessment forms, and the data are analyzed by frequency, percentage, t-test and One-way Analysis of Variance: ANOVA. The research findings conclude that the teachers’ information literacy competency scores on 5 information literacy standards are reported at the moderate level. The comparison of the teachers’ information literacy competencies reveals that the mean scores on information literacy standards 4 and 5 of the Thai language teachers are significantly lower than those of the 4 learning clusters’ teachers at 0.05. In addition, information literacy competencies of the teachers in the small and medium size schools are found significantly lower at 0.05 than large and extra large schools.



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