Enhancing Teachers' Competency in Applying the 'Five Minds for the Future' Skills
Keywords:
Five Minds for the Future, Teacher Competency, Training Program, Local Administrative OrganizationAbstract
This study aimed to (1) enhance teachers’ competencies in applying the “Five Minds for the Future” and to (2) examine their satisfaction with the training program. The research employed a quasi-experimental design. The target group consisted of 200 teachers who voluntarily participated in a specially designed training course incorporating creative learning activities and purposeful reflective thinking. Research instruments included a competency assessment and a satisfaction questionnaire. Data were analyzed using basic statistics: mean, standard deviation, and effect size (Cohen’s d).
The findings revealed that: 1.Teachers’ competencies in the five minds significantly improved after the training. The average overall competency score increased from 2.50 (standard deviation = 0.22) before training to 4.19 (standard deviation = 0.44) after training. The most improved domain was the ethical mind (d = 1.95), followed by the respectful mind (d = 1.87) and the disciplinary mind (d = 1.66). 2.Overall satisfaction with the training was high, particularly in terms of content and applicability.
These results reflect the effectiveness of a well-structured training program in fostering teachers’ psychological competencies, aligning with Gardner’s (2006) concept of mind development through learning processes and Guskey’s (2002) framework for professional development that emphasizes measurable and sustained changes in teaching behaviors.
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