Guidelines for Teacher Empowerment Based on Panca Bala in the Tha Chin School Group Under Suphan Buri Primary Educational Service Area Office 2

Abstract

This research aimed to: 1) study the conditions of teacher empowerment in the Tha Chin School Group under Suphan Buri Primary Educational Service Area Office 2; 2) study methods of teacher empowerment based on the Panca Bala principles; and 3) propose guidelines for teacher empowerment based on the Panca Bala principles. The study employed a mixed-methods research design. The population consisted of 125 school administrators and teachers, while 7 key informants were selected for in-depth interviews. The research instruments were questionnaires and semi-structured interviews. Data were analyzed using frequency, percentage, mean, standard deviation, and content analysis.

The findings revealed that: 1) the overall condition of teacher empowerment was at a high level (=4.08, S.D.=0.65). When analyzed by dimension, all aspects were at a high level, ranked from highest to lowest mean as follows: self-efficacy (=4.21, S.D.=0.66), meaning of work or life goals (=4.19, S.D.=0.62), opportunity for decision-making (=4.05, S.D.=0.67), access to resources and information (=4.01, S.D.=0.65), and participation and impact on outcomes (=3.94, S.D.=0.64); 2) methods of empowerment based on Panca Bala comprised Saddha Bala, Viriya Bala, Sati Bala, Samadhi Bala, and Panna Bala, which systematically enhance confidence, effort, mindfulness, concentration, and wisdom in educational management and professional practice; and 3) the proposed guidelines for teacher empowerment based on Panca Bala encompassed fostering self-efficacy, instilling professional ideology, promoting decentralized and participatory decision-making, building a collaborative organizational culture, and developing fair and comprehensive access to resources and information.