Guidelines for Professional Teacher Development Using Digital Technology in Private Schools in Mueang Khon Kaen District, Khon Kaen Province

Abstract

This research aimed to: 1. investigate the current state, desired state, and priority needs for professional teachers in the digital era in private schools in Mueang Khon Kaen District, Khon Kaen Province; and 2. propose guidelines for developing professional teachers in the digital era. The research was conducted in two phases. Phase 1 employed a survey research design. The sample consisted of 269 administrators and teachers from 50 private schools in Mueang Khon Kaen District. The research instrument was a questionnaire on professional teachers in the digital era. Data were analyzed using 
descriptive statistics, including frequency, mean, standard deviation, and the modified Priority Needs Index (PNI_modified). Phase 2 used a qualitative approach through in-depth interviews with five experts, utilizing a semi-structured interview form. Data were analyzed using content analysis.
The findings revealed that:
1. the current and desired states of professional teachers in the digital era were at a high level overall. The priority needs for development, ranked from highest to lowest, were holistic self-development, information technology competence, 
professional ethics, and instructional performance.
2. The guidelines for developing teachers in the digital era should emphasize mentoring systems and professional learning communities, experiential learning design, participatory teaching techniques, appropriate integration of digital technologies, and the incorporation of moral and ethical principles within the context of the modern society.
The findings can serve as policy implications and practical guidelines for enhancing the quality and professionalism of private school teachers to effectively adapt to changes in the digital era in a sustainable manner.