GUIDELINES FOR TEACHER COMPETENCY DEVELOPMENT IN SCHOOLS OF SCHOOL NETWORK AT BANG KHONTHI KHWAE OM UNDER SAMUTSONGKHRAM PRIMARY EDUCATIONAL SERVICE AREA OFFICE

Abstract

The purposes of this research were to 1) explore the essential needs of teacher competency, and 2 investigate the guidelines for teacher competency development. The samples consisted of 10 Schools in the Bang Khonthi-Khwae Om network, with 40 participants including school administrators, academic heads, and teachers. Additionally, six experts were interviewed, and another six experts assessed the appropriateness and feasibility of the proposed guidelines using purposive sampling. The research instruments included a five-point rating scale questionnaire, which demonstrated high reliability (0.97), a semi-structured interview form, and an assessment form for suitability and feasibility. Data analysis involved using frequency, percentage, mean, and standard deviation Modified Priority Needs Index (PNI_modified), and content analysis. The research showed that: 1) The most pressing need for teacher competency. was in area of analysis & Synthesis Research. 2) The proposed guidelines for teacher competency development , as follows: (1) Analysis & Synthesis & Research: Administrators should support teachers in using research to address individual student needs. (2) Curriculum and Learning Management: Administrators should encourage teacher involvement in curriculum management and support curriculum design and development. (3) Relationship & Collaborative: Administrators should promote teachers' awareness of the importance of the community and encourage them to participate in community activities. (4) Teacher Leadership: Administrators should foster an understanding of the importance of teacher leadership. (5) Classroom Management: Administrators should set clear goals aligned with school goals. (6) Student Development: Administrators should support academic growth, student-centered learning, and the development of ethics and life skills.