Authors

รศ.ดร.อรนุช พฤฒิพิบูลธรรม, นายปิยะณัฐ ศรีวิไลย์

Published

HR Intelligence

Abstract

The objectives of this study were to 1) analyze Hofstede’s cultural dimensions 2) analyze student-centered
learning management and 3) analyze the relationships between Hofstede’s cultural dimensions for teaching
career and student-centered learning management by using the quantitative method (survey questionnaires).
The sample for this study was collected from 540 teachers working for schools under the Bangkok Metropolitan
Administration. The results revealed that teaching career have high index score of power distance (PDI), low index
score of individualism and collectivism (IDV), low index score of masculinity and femininity (MAS), low index score of
uncertainty avoidance (UAI), low index score of lone-term orientation (LTO), low index score of indulgence versus
restraint (IVR). In the pasts of student-centered learning management found that all 3 parts (behavior, activity,
evaluation) were still in high level. Moreover. The cultural dimensions have relationships with student-centered
learning management with statistically significance at 0.308. The Long-Term Orientation dimension has the strongest
relationship with student-centered learning management with significance at 0.302. Masculinity and Femininity
dimension relationship with the student-centered learning management significance at 0.298. Interestingly, The
Power Distance dimension displayed the negative and lowest relationship with the student-centered learning
management significantly at -0.107. So that, related education organization should consider in specify explicit
strategy for supporting and developing the education in Thailand context.

การศึกษามิติวัฒนธรรมของวิชาชีพครู
และการจัดการเรียนรู้ที่เน้นผู้เรียนเป็น
ศูนย์กลาง : กรณีศึกษาโรงเรียน
สังกัดกรุงเทพมหานคร : The Study of the Cultural Dimensions of Teaching
Career and the Student-Centered Learning
Management : The Case Study of Schools under
Bangkok Metropolitan Administration

(2561). ็HR Intelligence. HR Intelligence, 13(1), 46-66.