DEVELOPING AN EMPOWERED GUIDANCE MODEL TO ENHANCE THE COMPETENCY IN FOSTERING PROACTIVE LEARNING AMONG THAI LANGUAGE TEACHERS AFFILIATED WITH NAKHON PHANOM PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2
Keywords:
The format, Empowered guidance, Competency in fostering proactive learning of Thai language teachers.Abstract
This research article aims to achieve three main objectives: 1) To study the necessary requirements for enhancing the competency of Thai language teachers in facilitating student-centered learning. 2) To develop an empowering model of instructional leadership for enhancing the competency of Thai language teachers in facilitating student-centered learning. 3) To investigate the effectiveness of the developed model of instructional leadership in enhancing the competency of Thai language teachers in facilitating student-centered learning. This is a mixed-method research involving the study of concepts related to teacher competency development, learning management concepts, and active learning management techniques in Thai language education as a research framework. The sample group comprises eight Thai language teachers from schools within the Uthen Nontha network, under the jurisdiction of Nakhon Phanom Primary Educational Service Area Office 2, during the academic year 2023, totaling 56 individuals. The purposive sampling method was utilized for participant selection. The research tools employed include questionnaires and model suitability assessment forms. Basic statistical analyses such as percentages, means (x̅), and standard deviations (S.D.) were used for data analysis. The research findings are as follows: 1)The evaluation of the necessary requirements for enhancing the competency of Thai language teachers in facilitating student-centered learning revealed a composite Necessary Index (PNImodifies) across three dimensions: attitude towards student-centered learning facilitation, skills in designing student-centered learning, and knowledge of student-centered learning management, with a value of 0.58. 2)The developed model of empowering instructional leadership consists of four components: principles, objectives, instructional processes, and assessment methods. 3)The assessment of the model of empowering instructional leadership to enhance the competency of Thai language teachers in facilitating student-centered learning showed that teacher competencies across all three dimensions were significantly higher post-implementation compared to pre-implementation, with statistical significance at the .01 level. Additionally, teachers expressed the highest level of satisfaction with the activities aligned with the instructional leadership model.
References
Artwichai, W. (2023). The development of a participatory supervision model for enhancing learning measurement and evaluation competency of teachers in primary schools under the office of the basic education commission in the northeast. Journal of MCU Buddhapanya. 8(4). 93-107.
Boonmak, W. (2020). Development of an Integrated Supervision Model to Promote Learning Management Competency Enhancement for Basic Education Teachers. Thesis D.D. Naresuan University.
Chaiyawong, N. (2017). Development of Supervision Models Based on Blended Learning Concepts to Enhance Research Abilities in Classroom Settings for Teachers Affiliated with the Primary Educational Service Area Office, Nakhon Phanom, District 1. Thesis D.D. Sakon Nakhon Rajabhat University.
Chuson, N. (2018). Empowerment of Civil Servants' Work Power: A Case Study of Teachers in the Primary Educational Service Area Office, Chaiyaphum, District 3. Master's thesis, Chaiyaphum Rajabhat University.
Czaban, J. (2020). Introducing a cantellation strategy for the design of mesoporous zeolite-like metal–organic frameworks: Zr-sod-ZMOFs as a case study. Journal of the American Chemical Society, 142(49), 20547-20553.
Cope, J. (2007). Entrepreneurship education: A systematic review of the evidence.
International small business journal, 25(5), 479-510.
Ekpachcha, Y. (2014). Developing an Empowerment-based Supervision Model to Enhance the Competency of Early Childhood Science Learning Experiences. Thesis D.D. Nakhon Sawan Rajabhat University.
Eisner, E. W. (2017). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. Teachers College Press.
Good, V. S. (2016). An official critical care societies collaborative statement: burnout syndrome in critical care health care professionals: a call for action. American Journal of Critical Care, 25(4), 368-376.
Joomwong, C. (2017). Instructional supervision model for developing student quality in basic education schools. SWU Education Administration Journal. 13(24). 43-53.
Joyce, R. (2012). Outdoor learning: Past and present. McGraw-Hill Education (UK).
Kaewsritrai, S. (2020). Development of Learning Activities for Thai Language Learning for Communication about Words and the Functions of Words Using Inquiry-Based Learning for Grade 6 Students. Master's thesis, Sakon Nakhon Rajabhat University.
Khammanee, T. (2020). Teaching Science: Knowledge for Effective Learning Processes. (24th Edition). Bangkok: Chulalongkorn University.
Khenpho, A. (2019). The Development Supervision Model to Enhance Learning Management Competency in Primary Schools.
Laorueandee, W. (2013). Leading Change for Educational Quality Improvement. Lecture Materials for General Educational Administrators.
McClelland, D. (2008). Power is the great motivator. Harvard Business Review Press.
Nakhon Phanom Primary Educational Service Area Office 2. (2020). School Administration Report. Education Management Supervision.
Nakhon Phanom Primary Educational Service Area Office 2. (2020). Research Report on Educational Outcomes and Development of Reading and Writing Skills of Schools Under the Jurisdiction of Nakhon Phanom Primary Educational Service Area Office, District 2, Academic Year 2020. Education Management Supervision, Monitoring, and Evaluation Group.
Nuammamano, J. (2019). Development of Internal Supervision Models to Enhance English Language Teaching Competency for Secondary Schools in the Northeastern Region of Thailand. Thesis D.D. Mahasarakham University.
Panyasit, U. (2018). Empowerment Model for Student Support Systems. Master's thesis, Naresuan University.
Petchananakun, R. (2019). Research Report: Analysis of Poetry Books Published by Rangsit University Publishers, Winner of the National Book Week Competition. Research Institute, Rangsit University.
Sitti, W. (2017). Development of Participatory Training Curriculum to Enhance Competencies in Learning Organization Management for Teachers Affiliated with the Primary Educational Service Area Office, Nakhon Phanom, District 2, Following the Constructivist Paradigm. Thesis D.D. Sakon Nakhon Rajabhat University.
Somboon, J. (2023). Strategies on supervision competency development using self-directed learning of educational supervisors under the office of the basic education commission. Journal of MCU Buddhapanya. 8(2). 28-40.
Smithikrai, C., (2009). The causal relationship of factors affecting the loyalty of Chiang Mai
University students. Education Journal Prince of Songkla University, 30(1), 24-37
Thayathong, S. (2019). Study on Teacher Competencies in Basic Education Schools under the Supervision of the Primary Educational Service Area Office, Chiang Rai, District 2. Master's thesis, Phayao Rajabhat University, Phayao, Thailand.
Thotsa, W. (2018). Development of Internal Supervision Models for Small-sized Schools under the Office of the Basic Education Commission in the Northeastern Region. Thesis D.D. Sakon Nakhon Rajabhat University.
Vorodomdumrong, N. (2020). Development of Competency Indicators for English Language Teachers in Schools under the Supervision of Secondary Educational Service Area Office, District 22. Master's thesis, Sakon Nakhon Rajabhat University.
Wandee, w. (2019). The development of a supervision model using process coaching and mentoring system to enhance educational quality of schools. Journal of buddhist philosophy evolved. 7(1). 459-473.
Yahakorn, S. (2019). Development of Learning Management Competencies through Collaborative Lesson Planning among Thai Language Teachers in Elementary Schools in Nonthaburi Province. Journal of Narathiwat Rajabhat University, Humanities and Social Sciences Branch, 7(2), 89-104.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Journal of MCU Buddhapanya Review
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
