Outcome-Based Education in Social Studies Teacher Development: Five-Year Cohort Study

Abstract

Teacher preparation in the 21st century faces significant challenges in producing graduates with competencies that align with rapidly evolving educational demands while addressing persistent issues of educational equity and inclusion. This longitudinal cohort study examined Outcome-Based Education (OBE) implementation in developing social studies teacher professional competencies over five years. Using a mixed-methods approach, we tracked 35 students through their four-year Bachelor of Education program and one-year post-graduation, achieving 94.3% retention. This study was conducted as part of regular curriculum evaluation activities under institutional academic quality assurance procedures at Srinakharinwirot University. Data collection included quantitative assessments through the Professional Teaching Competency Assessment Scale, Social Studies Content Knowledge Test, Teaching Performance Evaluation Rubric, and Graduate Employer Satisfaction Survey, alongside qualitative data from interviews, observations, and reflective journals. Results showed significant competency development across all measurement points. Professional teaching competency scores increased from 2.12 to 4.52 (113.2% improvement, η² = .801, p < .001), while content knowledge scores improved from 32.45 to 52.78 points (62.6% increase, η² = .831, p < .001). Observations suggested developing capacity for culturally responsive practice, with advanced content-context connections increasing from 8% to 89%. Teaching performance showed progression, with advanced-level performers increasing from 23.5% to 87.8%. Employer satisfaction reached 93.9% positive ratings. The study provides preliminary evidence that OBE implementation may contribute to systematic competency development in teacher preparation. However, findings are limited to one institutional context and require replication across diverse settings.