Guidelines to Enhance Performance Competencies of Teachers in Schools under the Nakhon Ratchasima Provincial Administration Organization.

Abstract

The purposes of this research were to study the competencies of teachers’ performances in schools under Nakhon Ratchasima Provincial Administration Organization, investigate the current and expected situations of these performances, and examine guidelines to enhance the competencies. Data were collected from 320 teachers working in schools in this organization by the use of a questionnaire and from 12 teachers by interviews. Analysis of the data was by the use of frequencies, percentages, means, and standard deviations. Findings showed that there were 16 competencies in the teachers’ performances, self-development, teamwork, flexibility, morals and ethics in the teaching profession, language and technology skills, work achievement motivation, curriculum and learning management, classroom management, student development, assessment and evaluation of learning, classroom research, educational innovation and technology, knowledge management, community relations, leadership, and counseling psychology. The most highly expressed competency was counseling psychology, followed by educational innovation and technology, leadership, curriculum and learning management. Self-development received the lowest mean score. The highest expected competency was flexibility, followed by morals and ethics in the teaching profession, language and technology skills, and work achievement motivation. Self-development received the lowest mean score. The study suggested that guidelines to enhance the performance competencies should include orientation about the importance of performance competency development, creating a positive work environment, encouraging new innovations at the workplace, encouraging teachers to seek knowledge for their ongoing development, and developing local-based curriculum based on community requirements and students’ differences.