Author: Pannarai Subsandee, Rajanagarindra Rajabhat University, Thailand
Published: December 2016
Citation: Subsandee, P. (2016). Human Capital of Teachers and Education Personnel Affecting Students with Learning Disabilities in Elementary Schools. IAFOR Journal of the Social Sciences, 2(2). https://doi.org/10.22492/ijss.2.2.03
The study of human capital of teachers and education personnel affecting students with learning disabilities in elementary schools aimed to study the mental health level of personnel and the effect upon the knowledge, attitude, and practice regarding the students in elementary inclusive schools. The two-stage random sampling group included 300 teachers and education personnel in the schools under the Chachoengsao Primary Educational Service Area Office 1. The mental health average score was 48.4 from the full score of 60, which was considered to be the same level as the general population. 52.67% of the personnel had average mental health while 32.66% had higher mental health than average. However, 14.67% had lower mental health than the average. The personnel’s score on the knowledge, attitude, and practice regarding the students was 37.82 from a full score of 56, which was considered to be moderate level. 56.67% were at a high level and 43.33% had a moderate level score. Most of the personnel had no experience of the specific training and more than half had no experience working with the students with learning disabilities. The results obtained from the multiple discriminate analysis using the correlation analysis in average of bivariate analysis showed the significant increase (p-value = 0.05) in the knowledge, attitude, and practice of the personnel after the training. Further counseling or professional therapy should play an important role in laying down new policy and a specify development plan to improve education at the elementary level in Thailand.
knowledge, attitude, practice, students with learning disabilities, mental health