PUPIL: International Journal of Teaching, Education, and Learning

ISSN 2457-0648

Nualhom et al., 2020

Volume 4 Issue 2, pp. 317-331
Date of Publication: 13th October 2020
DOI- https://doi.org/10.20319/pijtel.2020.42.317331
This paper can be cited as: Nualhom, W., Thongkam, S., Prapasanobol, V., Wanakool, D. & Nillapun, M.
(2020). The Desirable Characteristics of Graduates of Bachelor of Education Program in Social Studies at
Rajabhat University. PUPIL: International Journal of Teaching, Education and Learning, 4(2), 317-331.
This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.
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THE DESIRABLE CHARACTERISTICS OF GRADUATES OF

BACHELOR OF EDUCATION PROGRAM IN SOCIAL STUDIES
AT RAJABHAT UNIVERSITY
Wanlee Nualhom
Faculty of Education, Silpakorn University, NakhonPathom, Thailand
[email protected]

Suthida Thongkam
Faculty of Education, Silpakorn University, NakhonPathom, Thailand
[email protected]

Vatcharaporn Prapasanobol
Faculty of Education, Silpakorn University, NakhonPathom, Thailand
[email protected]

Duangduen Wanakool
Faculty of Education, Silpakorn University, NakhonPathom, Thailand
[email protected]

Maream Nillapun
Faculty of Education, Silpakorn University, NakhonPathom, Thailand
[email protected]
________________________________________________________________________________
Abstract
The objectives of this research were 1) to study the level of opinions about the desirable
characteristics of graduate students of the faculty of education, and 2) to explore opinions about the
desirable characteristics of graduate students from graduate producers, graduate users, and
academics. The researchers used a questionnaire to collect data from students of Bachelor of
Education in social studies and interviewed with graduate users, graduate producers, and
academics. The statistics used for data analysis were percentage, mean, and standard deviation.
The results of the research revealed that the overall opinion level was at a high level. The highest

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score is in the area of being a good person with morals and ethics and the teaching profession. The
aspect with the least level of opinions was to be an innovator. Therefore, graduate producers
should promote the characteristics of the graduates to heighten their innovation capability through
well-planned instruction and extra activities followed by the Thailand qualification framework and
professional standards of the Teachers Council of Thailand.
Keywords
Desirable Characteristics of Graduates, Professional Standards, Social Studies, Rajabhat University
________________________________________________________________________________
1. Introduction
Dynamic global change and technological advancements affect the 21th-century knowledge
acquisition process involving the integrative development of new cross-cultural techniques.
Educational Sciences, hence, must be developed in order to keep up with and respond to the
national development strategies and digital learning. There are six characteristics of the desired
graduates, including:1) embracing shared values, realizing and bearing student-centered approaches
in mind, continuing self-development to become a professional teacher with a service mind for the
community, 2) being a moral and ethical person who insists on being a high-spirited and
professional teacher with love, faith, honesty, and responsibility to the profession; this also includes
self-consecration in creating inspiration and developing the learning process which benefits the
students; being self-sufficient and being a role model both academically and professionally are
essential as well, 3) being a learner who is wise and knowledgeable about finance, health care, arts
appreciation, cultural diversity, social and global changes, professionalism and quality of life of
one’s self, family, and society, and ability to continue lifelong learning and adapt to changes
overtime, 4) being a part of creating innovations by acquiring skills required in the 21th century
such as analytical skills, higher-order thinking skills, digital skills, teamwork, cross-cultural skills,
and modern information technology skills; this also includes engagement in the development of
teaching professionalism, knowledge acquisition and development, and innovation/creation for
maximizing self-development and differentiated instruction, 5) being an expert in managing subject
contents, activities, study progress, inspiration, satisfaction, and student enhancement by using
teaching skills and other techniques to manage the study progress, various activities, community-
based learning and local wisdom to support the diversity of students. Moreover, the ability to
integrate knowledge from different disciplines, cultures, and studies in order to apply to the
Technological Pedagogical Content Knowledge (TPCK) for the development of one’s self, students,
and the society as a whole and 6) being an active citizen who pays attention to the society, loves the
nation and locality, has both Thai and global consciousness, values and engages in the preservation

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of environment, cultures, Thai wisdom and local wisdom. A good educator shall have a service
mind, comply with democracy, have justice and ethics, know what is right and wrong, and be bold
enough to say “no” or resist the wrongdoing. This also involves other qualities such as respecting
the freedom and honor of a human being and other characteristics suggested in the Thai
professional standards for teachers implemented by the Teachers’ Council of Thailand (Ministry of
Education, 2019).
Educational development for both teachers and students must follow the same direction to
make effective learning progress which also conforms to the governmental policies. Thus, students
who study educational sciences must acquire enhanced knowledge and skills of the 21st century as
well as strengthening their teaching professionalism as suggested by the Teachers’ Council of
Thailand. To conform to the changes in direction of the national education, educational sciences
students must possess the six desirable qualities of a good teacher that respond to the national
ideology to become a social role model. According to the Teachers’ Council of Thailand, the six
characteristics consist of 1) having love, mercy, and good wishes for the students, 2) being patient
and responsible, 3) being an educated and lifelong learning person, 4) having the vision, 5) having
faith in teaching professionalism, and 6) complying to the professional ethics for teachers.
Therefore, the researchers recognize the importance of examining the opinions regarding the
desirable qualities of the educational sciences students (major in social studies), Rajabhat
University. The results of the study will be analyzed and used for planning instructions and
activities as well as developing teaching techniques. It will help the educational sciences students to
develop the capacity and desirable characteristics that suit the bachelor’s degree standards and Thai
professional standards for teachers.
Simsek, Turan, & Simsek (2017) studies about the social studies teachers’ and teacher
candidates’ perceptions of prompt feedback and communicate high expectations. This study aims to
investigate the perception of social studies teachers and teacher candidates on the implication of two
of the seven principles of good practice in education developed by Chickering and Gamson (1987)
at middle school social studies classrooms. To this extend a survey instrument was used to collect
data and address the research questions. The total internal reliability coefficient of the scale was
calculated as 0.68. The sample of the study consists of 31 Social Studies teachers, 50-second grade,
and 49 fourth grade Social Studies teacher candidates. The result of the study shows that for
principle 4 (prompt feedback) second and fourth-grade teacher candidates have more affirmative
statements than the teachers, while for principle 6 (communicate high expectations) social studies
teachers have more positive statements than 2nd and 4th-grade students.

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From research studies related to desirable characteristics of the students of the Faculty of
Education Rajabhat University in Thailand found that it consisted of 6 groups: 1) academic
leadership qualities, 2) virtue of virtue. Outstanding ethical behavior 3) Outstanding practicum traits
4) Good attitude and professional love traits 5) Vision and creative use of technology and 6) Good
leadership qualities Commitment to community and local development (Jaisaad, 2016) and
education student characteristics of professional teaching experience in social studies. Faculty of
Education Silpakorn University found that the teachers were satisfied with the knowledge and
ability to work at the highest level. It has an average of 4.50, a standard deviation of 0.56, and there
are comments and suggestions that students practice teaching professional experiences should be
developed to have diverse experiences such as the ability to manage to learn English language
usage, the use of modern technology, Morality, Ethics, and Teamwork (Puangpae, Samanchat, and
Thianwong, 2019).
The present study is based on the importance of characteristics to describe an effective
teacher. The studies (Darling-Hammond, 2000) showed that there is a positive relationship between
teacher quality as “enthusiasm, creativity, flexibility and adaptability and school success of its
students”. Therefore, the researchers recognize the importance of examining the opinions regarding
the desirable qualities of the educational sciences students (major in social studies), Rajabhat
University. The results of the study will be analyzed and used for planning instructions and
activities as well as developing teaching techniques. It will help the educational sciences students to
develop the capacity and desirable characteristics that suit the bachelor’s degree standards and Thai
professional standards for teachers.

2. Research Objectives
2.1 To explore the opinions of Social Studies Education students regarding the desirable
characteristics of graduates.
2.2 To examine the opinions of the graduate producers, graduate users, and experts in the field of
desirable characteristics of Social Studies Education graduates.

3. Research Methodology
The researchers applied the mixed methods to study and analyze the basic data regarding the
educational policies, bachelor’s degree standards for Social Studies Education students, standards
and regulations for teachers by the Teachers’ Council of Thailand, and previous studies on
graduates’ desirable characteristics. The researchers also collected the data regarding the
educational sciences student enrollment of the academic year 2019. The researchers additionally

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surveyed and interviewed other stakeholders about the graduates’ desirable characteristics,
including the graduate producers, graduate users, and experts in the field of graduates’ desirable
characteristics.
3.1 Population and Sample
In this study, the populations consisted of 1) Social Studies Education freshmen (Class of
2019, Semester 1) from Rajabhat University 2) 30 graduate users (including school directors,
deputy directors for academic affairs, heads of department, and teachers), 3) 18 graduate producers
(including the universities’ top management, chancellors or vice-chancellors, and deans or associate
deans of educational sciences department, and 4) 3 scholars.
Samples are selected from Phetchaburi Rajabhat University, Nakhon Pathom Rajabhat
University, and Suan Dusit University based on the purposive sampling method, including 1) 90
Social Studies Education students, 2) 10 graduate users, 3) 9 graduate producers, and 4) 3 scholars.
3.2 Research Tools
1) The researchers used questionnaires to survey the students’ opinions on the desirable
characteristics of educational sciences students. The language and the contents used in the
questionnaires were adjusted to suit the respondents’ contexts. The survey consisted of three main
sections which are 1) general information about the respondents, 2) opinions on the desired
characteristics include having shared values, being a moral, ethical and professional teacher, being
an active citizen who pays attention to the society, being an intelligent and wise learner, being able
to manage the learning progress and taking part in creating innovations and 3) recommendations.
Likert Rating Scales are used for measuring each item in the questionnaires. Then, the survey draft
went through the content validity process to check the language and the consistency of the questions
based on the research objectives. The set of five-point-scale questions was evaluated by 5 experts.
The Index of Item-Objective Congruence (IOC) was done by analyzing the mean and the standard
deviation. The results of the IOC showed that the mean (𝑥) was 4.33 and the standard deviation was
0.31, meaning the consistency level of the questionnaires was high.
2) The interviews with the graduate producers, graduate users, and scholars regarding the
desirable characteristics consisted of open-ended questions which covered the objectives of this
study. The draft of the interview questions composed of 3 main parts, including 1) general
information about the respondents (name, position, workplace, and working experience), 2) four
questions regarding the desirable characteristics consist of issues and questions in the interview
form 1. Do you think that the 4 aspects of the teaching professional standards, namely knowledge,
professional experience, work practice, and personal practice, cover the desirable characteristics or
not? According to the 4 aspects of the teaching professional standard, will the graduate teachers

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have desirable characteristics or not? 2. What do you think the teaching professional standards will
cause the graduate characteristics? And 4. Do you think that the sub-topics in the standards of each
area? Is it suitable or not? and 3) recommendations. Then, the survey draft went through the content
validity process to check the language and the consistency of the questions based on the research
objectives. The set of five-point-scale questions was evaluated by 5 experts. The Index of Item-
Objective Congruence (IOC) was done by analyzing the mean and the standard deviation. By
analyzing the mean (𝑥) and the standard deviation, the results of IOC revealed that the consistency
had a mean of 4.61 and the standard deviation of 0.56, showing that the interview questions had the
highest consistency level.
3.3 Data Collection
The researchers conducted documentary research to collect data from educational policy-
related documents, concepts, theories, and previous studies with regards to the desirable
characteristics of graduates and professional standards for teachers. The data was also collecting by
surveying the opinions of educational sciences students and interviewing the graduate producers,
graduate users, and experts. Finally, the data’s comprehensiveness was rechecked for further
analysis.
3.4 Data Analysis
3.4.1 The data collected from the survey was used to calculate the mean and the standard
deviation. The meanings of each level of mean scores are listed below.
The mean of 4.50 - 5.00 refers to the highest level
The mean of 3.50 - 4.49 refers to a high level
The mean of 2.50 - 3.49 refers to medium level
The mean of 1.50 – 2.49 refers to a low level
The mean of 1.00 - 1.49 refers to the lowest level
3.4.2 The data collected from the interviews was narrative analyzed and synthesized.
3.5 Statistical Tools
The research team used SPSS for Windows to analyze the data. Then, the results were

further analyzed, discussed, and described narrative by using percentage (%), mean value (𝑥), and
standard deviation (S.D.).

4. Findings
The study found that, based on the survey on the students’ opinions regarding the desired
characteristics, 13.4% of the respondents were male and 86.6%. of the respondent were female.

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57.5% of the respondents were Phetchaburi Rajabhat University students, 36.3% of them came from
Nakhon Pathom Rajabhat University, and 5.2% were from Suan Dusit University. In terms of the
social studies education students’ opinions on the desirable characteristics of graduates, the overall
image of the desirable characteristics was rated at a high level (𝑥= 4.36, S.D.= 0.74). For each
aspect of the desired characteristics, “being a moral, ethical, and professional teacher" was rated at
the highest level (𝑥=4.51, S.D.=0.69). Following, “being an active citizen who pays attention to the
society” was rated at a high level (𝑥=4.40, S.D.= 0.72). As for the other aspects, arranged from high
to low levels, “shared values” was rated with (𝑥=4.37, S.D.=0.74), “being an intelligent and wise
learner” was rated with(𝑥=4.31, S.D.=0.75), “being able to manage the learning progress” was rated
with (𝑥=4.30, S.D.=0.76), and “taking part in creating innovations” was rated with (𝑥=4.29,
S.D.=0.76). The levels of opinions on the desired characteristics of graduates among social studies
education students (4-year program) are illustrated in Fig.1.

4.55 4.51

4.5

4.45
Level of Opinions

4.40
4.4 4.37

4.35 4.31
4.29 4.30
4.3

4.25

4.2

4.15

The Desirable Characteristics of Educational Sciences Graduates (4-year Program)

Figure 1: The Levels of Social Studies Education Students’ Opinions on the Desired
Characteristics of Graduates
Details of the study results and opinions on the desirable characteristics of the graduate
students of the Bachelor of Education (4-year program) of the students of the Social Studies
program are shown in Table 1.

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Table 1: The Opinion Level of Desired Characteristics of Social Studies Education Student
Opinion Level
Desired Characteristics
̅ S.D. level
Shared value 4.37 0.74 High
1. Realized and adherent Learning is at the center of 4.31 0.76 High
the teacher's work
2. Developing a sense of identity as a teacher 4.37 0.73 High
3. Having a strong attitude towards the teaching 4.40 0.77 High
profession
4. Having service mind to the teaching profession 4.41 0.70 High
and community
Being a good person with morals and ethics 4.51 0.69 Highest
adherence to the teaching profession
5. Have a teacher spirit and adhere to teaching 4.55 0.66 Highest
professional ethics
6. Perform ideological duties with love, faith, 4.51 0.71 Highest
integrity, a responsibility to the profession
7. Dedication and dedication to empathy 4.51 0.70 Highest
8. Inspire development Learn and in the best 4.54 0.71 Highest
interests of learners
9. Be self-sufficient and behave exemplary both 4.44 0.68 High
academically and professionally
Be a smart, knowledgeable, and intellectual 4.31 0.75 High
learner
10. Knowledge of high-level analytical thinking 4.25 0.75 High
11. Good knowledge of finance, health, aesthetics, 4.16 0.78 High
and culture
12. Be aware of changes in society and the world 4.38 0.73 High
13. Establishment of livelihoods and Stability in the 4.35 0.73 High
quality of life of oneself, family, community, and
society
14. Perseverance, determination, the pursuit of 4.37 0.75 High
learning

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Opinion Level
Desired Characteristics
̅ S.D. level
15. Have lifelong learning skills and develop oneself 4.37 0.75 High
to be knowledgeable and well-informed individuals,
modern and constantly changing
Being a co-creator of innovation 4.29 0.76 High
16. Skilled in the 21st century 4.28 0.78 High
17. Digital ingenuity 4.22 0.78 High
18. Teamwork skills 4.23 0.77 High
19. Skill across innovation 4.19 0.79 High
20. Keep up with the media, modern information 4.34 0.74 High
technology, social and global change
21. Participate in the advancement of the teaching 4.33 0.72 High
profession
22. Seek knowledge, develop knowledge, research 4.41 0.72 High
and create innovations for the full development of
learners
Being a highly competent person in learning 4.31 0.76 High
management
23. Ability to provide content, design activities, plan 4.34 0.76 High
and manage to learn, transfer knowledge
24. Inspire and Encourage learners to learn and enjoy 4.38 0.73 High
learning using pedagogical science, including
methods of using learning management techniques,
various learning activities, media, community
learning resources, wisdom in the community that
are suitable for the subject matter
25. Subjects and learners able to integrate cross- 4.20 0.79 High
science, cross-cultural knowledge and research
26. Be able to apply integrated learning 4.29 0.77 High
management, teaching science, knowledge, content,
and technology to develop learners' learning as well
as apply for problem-solving, self-improvement,

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Opinion Level
Desired Characteristics
̅ S.D. level
learner and society
27. Measurement and Evaluation of Learning 4.22 0.76 High
Management and Research for Solving Problems and
Developing Learners
28. Design and Implementation of Educational 4.27 0.74 High
Quality Assurance Work
Very strong and socially conscious Citizen 4.40 0.72 High
29. National love, local love, Thai and social 4.38 0.74 High
consciousness
30. Know the value and participate in the 4.37 0.70 High
development of environment, culture, and wisdom
Thailand and local people
31. Volunteer and live the way of democracy 4.37 0.72 High
Fairness and ethical courage Adhere to accuracy
32. Consciousness as Thai and global citizens 4.47 0.71 High

According to the results of interviews on the opinions concerning desirable characteristics of

the social studies education graduates among graduate producers, graduate users, and experts, the
interviewees agreed that the three aspects of professional standards for teachers (including
knowledge and professional experience, professional practices, and behavior) covered most of the
desirable characteristics. However, there were some suggestions as follows.
1. Knowledge: the graduates should be enhanced with skills to fully understand the contents
they are supposed to teach, including critical thinking skills, innovation development skills, digital
skills, and other skills needed in the 21st century such as self-learning skill, life skills, and
innovative skills that support students’ development. There were many minors available in the
faculty of social science such as history, geography, economics, religion, and civics duty; therefore,
students might not be able to comprehensively understand the contents of each minor. The balanced
integration of sets of knowledge from the major subjects and vocational training is needed for the
graduates to teach their students effectively. This might also affect the 5th aspect of the desirable
characteristics which is “to have the ability to plan and manage the learning progress, develop
contents, design activities, and teach each learner properly.

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2. Professional Experience: the graduates need to pass the internship to obtain the skills
and abilities to manage the learning progress.
3. Professional Practices: the graduates must follow the professional standards for teachers,
possess the ability to manage the learning progress, and foster a healthy relationship with parents
and society. Also, graduates must have the ability to conduct research and adapt to different
cultures; these skills are highly significant in modern society. All of these standards conform to the
desired characteristics of graduates.
4. Behavior: the graduates must have the self-awareness, professional and social ethics,
which conform to the professional standards.
Furthermore, the program responsible for producing newly graduated teachers must strictly
comply with the professional standards in all aspects to help the graduates to gain the
aforementioned desirable characteristics. Hence, there must be cooperation from all stakeholders
both in the program and in the internship places who help the graduates to gain teaching
experiences. One of the most important skills for educational sciences graduates is learning progress
management skills. Graduates must also have a genuine will and faith in teaching. These desirable
characteristics can be evaluated and followed up during the graduates’ internship periods, while the
professional standards for teachers are the basic principle that the graduates must comply to. If the
program can produce graduates according to the professional standards for teachers and the
graduates have the readiness and hold on to the standards at all times, it would help them to succeed
in the learning progress management and their students would be fully benefited as well.
Nevertheless, there should be an evaluation for those graduates who are new to their teaching
careers to ensure that the graduates behave according to the standards and possess the desired
characteristics. This also includes the fact they should be professional teachers who keep up with
the present world, create innovations, possess skills to create and manage learning activities with
digital technology, and truly have professional ethics. These sub-indicators of the standards must be
taken into account when implementing regulations and guidelines related to teacher
professionalism. All graduates from every educational institution or every program should comply
with the same standards. Additionally, if the curriculum is designed to train the students in every
aspect of the standards, effectively evaluate the students’ deficiencies and constantly continue
developing them, it would be guaranteed that the graduates may have acquired desired
characteristics. Apart from that, professional standards for teachers can also develop the graduates’
desired characteristics which conform to the skills of the 21st century.

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5. Discussion and Conclusion

This research explores the opinions of the social studies education student on the desired
characteristics of graduates. The findings revealed that the overall image of the desirable
characteristics was rated at a high level (𝑥=4.36, S.D.=0.74), and the desired characteristic of being
a moral, ethical, and professional teacher was rated at the highest level (𝑥=4.51, S.D.=0.69). In
terms of other aspects, most of them were rated at a high level. Ranging from high to low levels of
opinions, these aspects included 1)“being an active citizen who pays attention to the
society”(𝑥=4.40,S.D.=0.72), 2)“having shared values”(𝑥=4.37,S.D.=0.74), 3)“being an intelligent
and wise learner”(𝑥=4.31,S.D.=0.75), 4)“being able to manage the learning progress”
(𝑥=4.30,S.D.=0.76), and 5)“engaging in creating innovations”(𝑥=4.29,S.D.=0.76). To summarize,
the study found out that the overall social studies education students have a high level of opinions
regarding the desired characteristics of graduates, and “being a moral, ethical, and professional
teacher” was rated at the highest level. The results also conform to music education students’
desirable characteristics who also had the highest level of morality and ethics(Attapaiboon and
Bongsittiporn, 2017). The indicator with the lowest level of opinions is “engaging in creating
innovations which is a significant skill in the 21st century”. This conforms to the second national
education management strategic plan in that human capital production and development as well as
research and innovation are required for the enhancement of the country’s competitiveness. The
plan aims to enhance people with skills and capacity that suits the needs and demands of the labor
market and economic and social developments of the country. Educational institutions and agencies,
therefore, must produce graduates with excellent skills, especially in the field of research and
development to create innovations and new knowledge to add value to the economy (National
Education Plan 2017-2036, 2018). Furthermore, teachers should shift their role from teaching to
facilitating the knowledge transfer to their students towards student-centered activities which allow
the students to think, practice, seek, and discover knowledge by themselves. According to
Dachakupt (2015), students should participate more in the learning process towards critical
thinking, speaking, and practicing so that they could acquire the knowledge by themselves. From
this point in this view, it shows that the graduates have been expected more in terms of management
skills in the instructional process. Thus, graduate producers shall focus more on planning the
curriculum and extra activities to equip 4-year program educational sciences graduates with the
ability to create or engage in innovation creation. As educators, we need to find ways of discovering
what our students know that is relevant to the high-level intellectual studies of the university. One
of the most significant changes and impacts on teaching and learning has been the universal
availability of a range of information and communication technologies (ICT). This impacts on the

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approaches adopted by teachers and the use of technology to enhance learning (Kitching, 2015).
According to the interviews with the experts, graduate users, and the top management of the
universities who produced the graduates with regards to the desirable characteristics of social
studies education graduates, it was found out that most of the interviewees believed that the three
aspects of the professional standards for teachers, including knowledge and professional
experiences, professional practices, and behavior, responded to and covered the desirable
characteristics of graduates. In other words, if the curriculum is designed based on these aspects of
the professional standards for teachers, the newly graduated teachers are expected to possess the
desired characteristics. In order to make this happen, every agency under the universities must
cooperate and improve the curriculum altogether by focusing on producing graduates who are
needed in the market. To secure job positions for the graduates, the graduates themselves would
also need to comply with the same standards accordingly. After the 4-year program students have
been enhanced with the three aspects of the professional standards for teachers, another significant
process is the evaluation of the newly graduated teachers’ desired characteristics. This process
includes using the feedback to improve the curriculum which could ensure the desired
characteristics of graduates. Because, in some classes, the educational sciences students must learn
in a real environment such as schools, the students must observe, conduct research, and sometimes
perform as a teacher assistant. By this, they will gain help, suggestion, and evaluation from the
experienced teachers throughout the entire period. This is a strong point of the 4-year program in
producing high-quality graduated teachers. Moreover, if the program management team analyzes
students’ deficiencies and organize activities to enhance those parts accordingly and continually, it
is highly possible to produce students from the 4-year program with the desired characteristics of
graduates. The results of the study will be analyzed and used for planning instructions and activities
as well as developing teaching techniques. It will help the educational sciences students to develop
the capacity and desirable characteristics that suit the bachelor’s degree standards and Thai
professional standards for teachers.
From the results of the study of desirable characteristics of the graduates in Social Studies, it
can be seen that the level of the opinion of being good, virtuous, ethical, and adherence to the
teaching profession were at the 1st level. Having a teacher spirit and adherence to professional
ethics is the desirable trait that learners value the most, thus producing graduates should focus on
the development and fostering of teacher spirit and adherence. Teaching professional ethics is
extremely. And this includes being a strong and socially conscious citizen, having inclusive values,
being a learned and intelligent, and co-innovator respectively.

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In this research, the focus of the survey on the desirable characteristics of the graduates of
the Rajabhat University teachers' students is only. This may represent only a part of the students.
Therefore, the research team has suggested for further research that comments on the desired
graduate characteristics of the student-teacher from other teacher production institutions should be
further studied because the teachers producing institutes have different contexts from the Rajabhat
University. And the desirable characteristics of education students should be studied in all
disciplines such as Thai, English, Mathematics, and Science that all the information obtained can be
used as a basis for the country's teacher production.

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