A Model for Promoting Teachers in Private Schools in Phetchabun Province

Abstract

This research article aimed to develop a teacher promotion model for private schools in Phetchabun Province and to construct an implementation handbook for the model. Based on the literature synthesis and findings from phase 1, the study developed: 1) a draft of the model and the handbook, and 2) validated the accuracy and propriety of the draft. The research was conducted using focus group discussions and a 5-point rating scale questionnaire regarding the accuracy and propriety of the draft model and handbook, with 9 experts selected through purposive selection. These experts covered three areas of expertise: private school educational management, private school teacher development, and educational administration from higher education institutions. The statistics used for data analysis to establish the acceptance criteria for the model and handbook were set at a mean ( ) ≥ 3.51 and a standard deviation (S.D.) ≤ 1.00.

The results of the model development revealed that the main structure consisted of 7 components: 1) principles, 2) objectives, 3) inputs, 4) operational procedures, 5) teacher promotion, 6) outputs, and 7) success conditions of private school teacher promotion. The “operational procedures” covered 9 areas: 1) curriculum development, 2) media and innovation production, 3) student-centered learning management, 4) integrated learning management, 5) becoming a learning individual, 6) inspiration, 7) creativity, 8) research for learning development, and 9) morals, ethics, and professional code of conduct. Based on the expert validation, the overall accuracy of the model was at the highest level = 4.78, S.D. = 0.54), and the propriety of the model was at the highest level ( = 4.80, S.D. = 0.54). For the model implementation handbook, the evaluation results showed that accuracy was at the highest level ( = 4.76, S.D. = 0.50), and propriety was at the highest level ( = 4.78, S.D. = 0.50).