GUIDELINES FOR TEACHER COMPETENCY DEVELOPMENT BASED ON THE BRAHMAVIHARA 4 UNDER THE PHETCHABUN PROVINCIAL OFFICE OF LEARNING ENCOURAGEMENT

Abstract

This research article aims 1) to study teachers' competence in teaching management in educational institutions, 2) to study methods for developing teachers' competence according to the principles of the Four Divine Abodes (Brahmavih ra) of educational institutions, and 3) to propose guidelines for developing teachers' competence according to the principles of the Four Divine Abodes of educational institutions under the Office of Non-Formal Education, Phetchabun Province. This research was a mixed-methods study by collecting data from questionnaires. The total population in the research was 179 people. Data were analyzed using basic statistics including percentages, means, and standard deviations, and interviewing with 9 key informants. Data were analyzed using content analysis.

The research results found that 1) the overall level of teachers' competency in teaching management in educational institutions under the Office of Non-Formal Education Promotion, Phetchabun Province, showed a high level of opinions. In each aspect, it was found that ethics and professional ethics of teachers were at the highest level, good service was at a high level, teamwork was at a high level, self-development was at a high level, and performance-oriented performance was at a high level. 2) The five methods for developing teacher competency were: performance-oriented performance, good service, self-development, teamwork, and professional ethics and ethics, integrated according to the principles of the Four Divine Abodes, consisting of wishing others happiness (Mett ), compassion and the wish for others to be free from suffering (Karuṇ ), joy when others achieve well (Mudit ), and neutrality, free from love or hate (Upekkh ). 3) Guidelines for developing teacher competency according to the principles of the Four Divine Abodes in educational institutions under the Office of Non-Formal Education Promotion, (1) workshops should be organized to enhance performance skills to support teachers in focusing on performance. (2) A student monitoring and assistance system should be developed, by creating a database of student care and support. and use the evaluation results to continuously improve the student care system. (3) A lifelong learning policy should be established for teachers for continuous professional development. (4) Administrators should create an atmosphere conducive to expressing opinions and encourage personnel at all levels to participate in organizational development. (5) Teacher personnel development in human rights and educational ethics should be organized, as well as creating an understanding of the law and professional ethics related to the protection of children's rights, so that teachers can appropriately apply their knowledge to teaching and learning.