Thai Student Teacher Learning Innovation: A Second-Order Confirmatory Factor Analysis

Abstract

The study’s objective was to analyze the corroborating elements of a Thai student teacher’s(TST) learning innovation as perceived through theexpertise of their teachers. Therefore, from 12 Thaiteaching universities (Rajabhats) located across fourThai regions, multiple sampling techniques were usedto select a sample of 151 teaching professionals. Theresearch instrument was a questionnaire using a 5-levelscale to assess the opinions on the four latent and 12observed variables. The results showed that of thethree latent variables analyzed that contributed to TSTlearning innovation (IN), learning innovation use (US)were perceived as most important, followed by thelearning innovation development process (DE) and thenthe TST’s creative collaboration (CO) abilities,respectively. Finally, all the observed variables weredetermined to be compatible with TST innovationlearning at a ‘high’ level