The Model for Developing of Counseling Teachers in Educational Institutions under the Office of the Vocational Education Commission
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Abstract
The research article consisted of the following objectives: 1) to investigate the components and guidelines for the development of counseling teachers in educational institutions under the Office of the Vocational Education Commission; 2) to create and verify the propriety of the model for the development of counseling teachers in educational institutions under the Office of the Vocational Education Commission; and 3) to assess the feasibility and utility of the model for the development of counseling teachers in educational institutions under the Office of the Vocational Education Commission. The study was divided into three phases, namely: 1) The study of the components for the development of counseling teachers in educational institutions was conducted through interviews with experts, administrators, and teachers from three schools with best practices in counseling teachers. The research tool used to collect data included an interview form for counseling teacher development; 2) The creation and verification for the propriety of the model was done through focus group discussions with nine people. The research tool used to collect data was an evaluation form for the propriety of the model; and 3) The model was evaluated for its feasibility and utility through questionnaire survey with 205 school administrators under the Office of the Vocational Education Commission who were knowledgeable and experienced in the development of counseling teachers. The research tool was a 5-Likert rating scale questionnaire.
From the study, the results found that the model for the development of counseling teachers in educational institutions under the Office of the Vocational Education Commission consists of four components, which are: 1) Input, which includes policy, organizational culture, organizational structure, the role of the leader, budget, the role of external agencies, and the environment; 2) Methods of teacher development, which include self-development, development through educational institutions, and development through practical work; 3) Processes for developing counseling teachers, which include defining goals, planning, implementation, reflecting on development results, and finding ways to improve; and 4) Characteristics of counseling teachers, which include knowledge, skills, personality, morals, and responsibility to students. The evaluation showed that the model is of feasibility and utility at the highest level.
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