The Development of Toolkits for Measuring Foreign Instructors’ English Learning Management in Elementary and Secondary Schools
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Abstract
This academic article aims to develop a competency assessment tool for foreign teachers of English in elementary and secondary school, drawing upon international teacher competency frameworks and 21st-century English language teaching approaches. The tool comprises seven core competencies: (1) English language, (2) professional development, (3) instructional design and communication, (4) technology and innovation, (5) academic development, (6) teacher personality, and (7) ethics and morality. These competencies are operationalized into 74 indicators that comprehensively reflect teaching responsibilities and the diverse contexts of Thai classrooms. A nine-section user manual was also developed to provide systematic guidance on assessment procedures, data collection, and interpretation in alignment with the Thai educational context. The findings indicate that this tool enables schools to assess and monitor the competencies of foreign English teachers more effectively. The data generated can be used to plan targeted professional development, enhance instructional quality, and strengthen confidence among administrators and evaluators in making policy-related decisions. Overall, this academic article contributes both theoretical and practical insights into the development of a competency-based assessment framework. It highlights the potential of the tool as a practical mechanism for evaluating, monitoring, and supporting foreign teachers in Thailand’s basic education system, ultimately promoting sustainable improvements in English language teaching and learning.
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