Promoting Affective Competency Based on Industrial Psychology for Engineering Teachers

Abstract

objectives of this research aim to survey needs of the affective competency necessary for engineering teachers, to develop co-teaching activities to enhance the affective competency of engineering teachers through industrial psychology concept, to implement with sample group, and to evaluate the affective competency level of the in-service teachers. The research process consists of survey of affective competency needed for engineering teachers, then developing teaching and learning activities for engineering teacher training using industrial psychology concept. The developed co-teaching activities were implemented to simple group that was an undergraduate students enrolled in the 2nd semester of the academic year 2019, Bachelor of Technical Education in Electrical Engineering, King Mongkut's University of Technology North Bangkok. The research results showed that the engineering teachers should have important affective competencies consisting of 5 sectors as 1) Emotion, 2) Personality, 3) Human Relations, 4) Personnel Leadership, and 5) Teamwork. The appropriation of affective competency evaluated by 28 learners was at a high level. The management of teaching and learning activities in the teaching practice course using the industrial psychology concept can promote the engineering teachers to have affective competency as well. The satisfaction of the learners in learning and teaching management of engineering teachers was at a high level. In conclusion, the important affective competencies of engineering teachers consist of emotional behaviors, good personality, relationship, leadership, and able to work as a team which is a feature necessary to be professional engineering teachers.