แนวทางการส่งเสริมความก้าวหน้าทางวิชาชีพครูสังกัดสำนักงานเขตพื้นที่การศึกษามัธยมศึกษากำแพงเพชร

Abstract

This research aims to: (1) extract lessons for advancing teachers' professional development, and (2) create and validate guidelines for promoting teachers professional progression attached to the Secondary Educational Service Area Office Kamphaeng Phet. The target group consisted of 25 individuals, including civil servant teachers, school administrators, educational administrators, educational supervisors, and personnel involved in promoting professional advancement. These participants were selected through purposive sampling. The study employed lesson extraction interviews to develop teachers' professional advancement and validated (draft) guidelines for promoting teachers professional progression with the help of seven experts. These experts, also selected through purposive sampling, included civil servant teachers, educational administrators, educational supervisors, and personnel from the professional advancement promotion office. A focus group discussion was used to verify the (draft) guidelines, and the Index of Item-Objective Congruence (IOC) ranged between 0.8 and 1.00. Data were analyzed using Content Analysis based on the research framework. The research findings revealed that: 1) The successful extraction of lessons for advancing teachers' professional development encompasses five key elements: (1) reasons or motivations influencing professional progression (2) factors promoting professional progression (3) limitations or challenges affecting professional progression (4) conditions for successful progression and (5) additional recommendations for promoting professional development. 2) Guidelines for promoting teachers professional progression was grounded in the principle of “Teacher quality leads to learning outcomes” and have two primary objectives: 1) to enable teachers to enhance instructional management skills to improve student quality and 2) to enable teachers to apply the outcomes of enhanced student quality to further their professional development. These guidelines was divided into two approaches: the guidelines development of professional progression, for teacher and the guidelines promotion of professional progression, for administrator. They consist of five components: (1) principles (2) methodologies (3) stakeholder roles (4) limitations or challenges affecting professional progression and (5) conditions for successful progression. The overall examination of the guidelines reveals deemed highly suitability, possibility, and usefulness. The key points of each approach are summarized as follows: 2.1) The guidelines development of professional progression were based on the core principles of “Focus on Classroom” and “Teacher as a Key Success”. Teachers must develop themselves and their profession to enhance student learning outcomes. This involves creating and refining lesson plans, conducting classroom research, and implementing innovative learning strategies. This process should be supported by fellow teachers, professional peers, and other stakeholders. 2.2) The guidelines promotion of professional progression were based on the core principles of “Back to School” and “School as an Organization”. School administrators, educational administrators, and educational supervisors must foster and support teachers' professional growth. This support should encompass the entire process, from planning and implementation to evaluation and continuous improvement.