Developing Teachers’ Potential to Drive Internal Transformation for Out-of-School Children: A Case Study of Municipal School Teachers in Nakhon Sawan Province

Abstract

This study is a qualitative research employing a participatory action research design. The objectives were: (1) to develop teachers’ capacities for internal-to-external transformation through contemplative education grounded in the 3H conceptual framework; and (2) to develop a localized support system for children at risk and those with a tendency to drop out of the formal education system. The target group was selected through purposive sampling and consisted of guidance teachers, student affairs teachers, and homeroom teachers from eleven schools under Nakhon Sawan Municipality, together with affiliated network schools, totaling twenty-four participant. The research instruments included participant observation, reflective journals, focus group discussion guidelines, and narrative case study records. Data were analyzed using qualitative content analysis and systems analysis. Data trustworthiness was ensured through triangulation. The findings revealed that: (1) the contemplative education process enhanced teachers’ self-awareness, reduced bias in perceiving students’ problems, and strengthened their ability to understand students’ life contexts from a systemic perspective, in accordance with the development of the Nakhon Sawan Model. These outcomes enabled teachers to regulate their emotions more effectively, communicate with greater understanding, and foster positive relationships with learners. (2) Through lesson learned extraction within the participatory action research process, a support system for at-risk children was developed, driven by mechanisms of in-depth problem diagnosis, flexible learning pathway provision, and collaborative learning among practitioners. This system promotes continuity in student support and contributes to the prevention of student dropout from the formal education system.