COACHING BASED ON THE FOUR IDDHIPADA PRINCIPLES: A MECHANISM FOR DEVELOPING TEACHER COMPETENCIES TO ENHANCE THE QUALITY OF ACTIVE LEARNING MANAGEMENT WITHIN THE KRABI PRIMARY EDUCATIONAL SERVICE AREA OFFICE
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Abstract
This academic article aims to synthesize knowledge on coaching based on the Four Bases of Success (Iddhipada 4) as a mechanism for developing teachers’ competencies to enhance the quality of active learning management in the context of the Krabi Primary Educational Service Area Office. It examines the relationships among the concepts of active learning, teacher competency development, coaching, and the Four Bases of Success (Iddhipada 4), namely Chanda (aspiration), Viriya (perseverance), Citta (dedication), and Vimamsa (investigation). The study employed a synthesis of documents, concepts, theories, and related research, together with an analysis of the teacher development context of the Krabi Primary Educational Service Area Office, where the diversity of school contexts affects teacher competency development.The synthesis revealed that coaching is a teacher professional development process emphasizing learning through authentic practice, mentoring, reflection, and continuous improvement. When integrated with the Four Bases of Success (Iddhipada 4) it strengthens teachers’motivation, commitment, and self-development, resulting in the enhancement of competencies in instructional design, active learning management, the use of instructional media and technology, assessment and evaluation, as well as educational research and innovation. Furthermore, continuous coaching contributes to the establishment of a Professional Learning Community (PLC) and a learning-oriented organizational culture, which are important outcomes supporting the improvement of teacher quality and school quality.The synthesized knowledge indicates that integrating the Four Bases of Success (Iddhipada 4) with the coaching process can serve as a conceptual framework for formulating policies, establishing teacher development systems, and designing professional development programs that are aligned with school contexts. This integration contributes to enhancing the quality of active learning management, student learning outcomes, and school effectiveness. It can also be applied as a guideline for developing coaching systems to support teacher professional development within the Thai educational context.
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References
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