A Study of Professional Teacher Competency Development Guidelines according to the concept of coaching principles of the School Network 11, Yannawa District Office Bangkok

การศึกษาแนวทางพัฒนาสมรรถนะครูมืออาชีพ ตามแนวคิดหลักการโค้ช ของโรงเรียนเครือข่ายที่ 11 สำนักงานเขตยานนาวา สังกัดกรุงเทพมหานคร

Abstract

The objectives of this research are: 1) to prioritize the needs and necessities for the development of professional teacher competencies; According to the coach's principles Network School No. 11, Yannawa District Office under the Bangkok Metropolitan Administration and           2) Propose guidelines for developing professional teacher competencies. According to the coach's principles The sample group consists of Educational institution administrators, government officials, and hired teachers of schools in network number 11, Yannawa District Office Under Bangkok, 90 people Derived from Krejci and Morgan's tables. The instrument used to collect data was a questionnaire. and structured interviews Statistics used in data analysis include percentage, mean, and standard deviation. and arranging the needs in order of necessity using a formula (PNI modified)

              The results of the research found that: 1) Ranking the needs in order: No. 1 in academic leadership, No. 2 in areas of improvement. mistakes for students and the aspect of asking questions to stimulate thinking. Number 3 is the aspect of inspiring students. Creating challenges for students and lessons learned, respectively 2) Guidelines for developing the most important needs include: Academic leadership of coaches Coaching must be initiated by school administrators. who acts as a coach for another class of teachers The coach must see the abilities of the students. Understand learners at each level, each person has different abilities and learning experiences. This may lead to different ways of thinking depending on the experiences and what the students have learned. Coaches must adjust the teaching and learning process to suit students at each level. Taking into account the age and intellectual development of the learners. Coaching at the primary level uses methods that focus on guidance, advice, and informing. Coaches in today's era must organize activities that allow learners to focus more on action. Design activities to suit the nature of the course. And importantly, some competencies must be adjusted to suit the learner and style. Teaching and learning arrangements as well