Competency-Based Development of Tour Guides in Phuket, Thailand

Abstract

This research aimed to (1) investigate the current conditions and development needs of tour guides in Phuket Province based on a competency framework, (2) analyze key and specific competencies required for professional performance in the tourism context of Phuket, and (3) propose a competency-based capacity development framework for tour guides. The study employed a mixed-methods research design, combining quantitative and qualitative approaches. Quantitative data were collected from 210 licensed tour guides registered in Phuket using a questionnaire that had been validated for content accuracy (IOC = 0.67–1.00) and reliability (Cronbach’s Alpha = 0.95). Data were analyzed using descriptive statistics-percentage, mean, and standard deviation—and inferential statistics, including the t-test and One-way ANOVA, at a 0.05 significance level to examine differences in competencies among groups with different characteristics. Qualitative data were obtained from in-depth interviews with 15 key informants and analyzed using content analysis to identify key themes, synthesize perspectives, and interpret insights from stakeholders to complement and enrich the quantitative findings.

          The results indicated that the overall competency level of tour guides was high (= 4.58, S.D. = .425). The highest mean score was in personality (= 4.73), followed by ethics and morality (= 4.69), skills ( = 4.49), and knowledge ( = 4.39). Statistical tests revealed significant differences by age, education, license type, and work experience (p < 0.05). Guides aged 31 and above or with more than five years of experience showed higher competency perceptions than other groups. The most critical areas requiring improvement were digital technology utilization, creative communication, and crisis management skills. Based on the findings, a systemic competency-based development framework was proposed, consisting of (1) practical training aligned with essential competencies, (2) mentorship systems and professional networks, and (3) continuous competency assessment for sustainable professional growth.