The Competent Development Guidelines of the Kindergarten Teachers at Schools under Sukhothai Primary Education Area Office 2

Abstract

          This research article aimed: 1) to evaluate the necessity for developing the competencies of preschool teachers and 2) to develop guidelines for enhancing their competencies The study was a mixed-method research method involving 355 participants, with a sample group consisting of 186 individuals, and 10 qualified interviewees. Research tools were questionnaires and interviews, while statistical analyses involved percentages, means, standard deviations, and content analysis.

           The research findings revealed that 1) the needs for developing the early childhood teachers' competencies, categorized from high to low levels, included professional development, child development assessment, early childhood education curriculum, classroom management, and learning experience organization. 2) The directions for developing their competencies were understanding the early childhood education curriculum, analyzing the current situation, aligning with societal changes, and involving relevant stakeholders in curriculum development. Teachers should provide diverse learning experiences, consider individual differences and social contexts of children, create suitable learning environments conducive to learning, engage stakeholders in classroom management, possess various tools for child development assessment, treat each young child as an individual, and participate in professional training and learning exchanges within a school network, supported by the school administrators.