A SELF COMPETENCY DEVELOPMENT MANAGEMENT MODEL FOR TEACHERS UNDER THE JURISDICTION OF SARABURI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Abstract

The purpose of this research was to develop a self-development management model to enhance teacher competency in schools affiliated with the Education District Office, Saraburi Province, District 2. The research was conducted in four stages: Stage 1 involved studying the current situation and the developmental needs of teacher competency through self-development approaches in schools affiliated with the Education District Office, Saraburi Province, District 2. Stage 2 focused on developing a management model for enhancing teacher competency through self-development. Stage 3 involved evaluating the management model for enhancing teacher competency through self-development. Lastly, Stage 4 included implementing the management model with K1 teachers in schools under the Education District Office, Saraburi Province, District 2, involving 196 participants. The research tools included a Likert-scale questionnaire, semi-structured interviews, feasibility assessments, and satisfaction surveys. The data were analyzed using standard statistical measures and content analysis. The research findings indicated that: 1) Overall, the management of teacher competency through self-development was practiced at a high level. 2) The management model for enhancing teacher competency consisted of two main components: Component 1 focused on developing teacher competency through self-development, which comprised five methods: continuing education, training and seminars, workplace observation, experiential learning in related organizations, and studying relevant documents. Component 2 outlined the process of developing teacher competency through self-development, which involved four steps: planning, organizing, leading, and controlling. 3) Teachers who participated in the implementation of the model expressed a high level of satisfaction with the self-development management model.