GUIDELINES FOR ENHANCING TEACHER COMPETENCIES IN SELF-DEVELOPMENT COMPETENCIES IN THE 21ST CENTURY BASED ON THE FIVE BALA PRINCIPLES OF THE CHATURAMIT THA CHIN SCHOOL GROUP, SUPHAN BURI PROVINCE

Abstract

This research article aims: 1) to study the state of enhancing teachers' self-development competencies in the 21st century; 2) to study the methods for enhancing teachers' self-development competencies in the 21st century based on the Five Bala principles (Five Strengths); and 3) to study the guidelines for enhancing teachers' self-development competencies in the 21st century based on the Five Bala principles. This study employed a mixed-methods research design. The quantitative research utilized a questionnaire administered to the entire population of 109 school administrators and teachers. The statistics used for data analysis included frequency, percentage, mean, and standard deviation. The qualitative research involved interviews with 7 key informants, with data analyzed using content analysis.

The research results revealed that: 1) The overall state of enhancing teachers' self-development competencies in the 21st century was at a high level. 2) The methods for enhancing teachers' self-development competencies in the 21st century based on the Five Bala principles should integrate Dhamma principles into 4 competency areas: (1) Self-exploration and assessment (Saddhā, Viriya, Sati), focusing on confidence in one's potential and honest self-assessment; (2) Research and study (Sati, Samādhi), focusing on media literacy and concentration on lifelong learning; (3) Knowledge and innovation creation (Viriya, Paññā), focusing on perseverance in creating and managing knowledge for problem-solving; and (4) Exchange and networking (Saddhā, Samadhi), focusing on building trust and sharing common goals in student development. 3) The guidelines for enhancing teachers' self-development competencies in the 21st century based on the Five Bala for the Chaturamit Tha Chin School Group, Suphan Buri Province, were presented as a body of knowledge through the S-R-I-N Model, consisting of 4 components: (1) Self-exploration and assessment (S), emphasizing realistic self-reflection and providing constructive feedback; (2) Research and study (R), emphasizing critical judgment in technology use and discipline in lifelong learning; (3) Innovation and knowledge creation (I), emphasizing systematic knowledge management and action learning to create innovations; and (4) Networking and exchange (N), emphasizing the drive of Professional Learning Community (PLC) processes, bridging generation gaps, and sharing good practices. The Five Bala principles serves as the core driving force for strong and continuous professional development.