Curriculum Development to Enhance Teachers’ Competencies in the 21st Century according to Performance Evaluation Guidelines for Teachers in Chaiyaphum Province

Abstract

This study aimed to: 1) analyze baseline information for a curriculum development to enhance teachers’ competencies in the 21st century according to performance evaluation guidelines for teachers in Chaiyaphum Province; 2) develop the curriculum; 3) implement the curriculum; and 4) evaluate its effectiveness. A four-phase Research and Development (R&D) methodology was used. In phase 1, 318 teachers in Chaiyaphum Province were selected by multistage random sampling during the 2025 academic year, and a focus group discussion with 7 experts was conducted. Phase 2: the target group was five experts and eight teachers. The target group for phases 3 and 4 was 40 teachers. The research instruments included questionnaires, focus group discussion records, suitability evaluation forms, competency evaluation forms, and satisfaction surveys. Data were analyzed using content analysis, percentages, means, and standard deviations. The findings were as follows: 1) the current state of teachers’ competencies in the 21st century, according to performance evaluation guidelines, was at a moderate level overall. The desirable state was high. Learning and classroom management were identified as the first priority. 2) the curriculum of teachers’ competencies in the 21st century, according to performance evaluation guidelines for teachers in Chaiyaphum Province, included six main components: principles, objectives, content, implementation, resources, and evaluation. 3) the results of the curriculum implementation revealed that teachers’ competency mean score, based on performance evaluation guidelines, was 52.15 (74.50%), which exceeded the 70% criterion. And 4) the curriculum to enhance teachers' competencies, based on performance evaluation guidelines for teachers in Chaiyaphum Province, was rated high overall.