Guidelines For Teacher Professional Development in Prapassornwittaya Schools : Case Study

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International Journal of Research and Development - A Management Review (IJRDMR)

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ISSN (Print): 2319–5479, Volume-6, Issue–2, 2017 21

Guidelines For Teacher Professional Development in Prapassornwittaya Schools : Case Study

1Honda Khemma, ²Prayuth Chusorn, ³Pacharawit Chansirisila, ⁴Poophapoom Moree, ⁵Udom Chansoda

1Teacher of Prapassornwittaya School, Thailand

2Faculty of Education, KhonKaen University, Thailand

3Faculty of Education, Mahasarakham University, Thailand

4Teacher of Bannongpueradprasit School,Thailand

5Director of Chumchon Banfang School,Thailand

Abstract— This research aims to study the guidelines for teacher professional development in Prapassornwittaya Schools. The research design used was mixed methods used during 16 May2016 to 31 October 2016 and the instruments were Interview and Focus Group. The quality of teachers is essential to improving the quality of education as teacher quality affects student quality. Teachers have an important role in the development of a complete physical, mind, intellect and knowledge, moral, ethics and cultural living, and happiness in society. So, the quality of teachers is the key factor affecting the learning of the students. This research found that students with the opportunity to study with a teacher who has high skills in teaching, have three times development and progress better than those who study with a teacher who has less skills. Thus, every government in the past took development of teachers’

quality as the key policy of education. Essential characteristics of professional development that are keys for increasing the skills and knowledge of teachers and that show a positive link to student achievement (Desimone, 2011

; Penuel et al., 2007) include 1.Individual Teacher Needs 2.Student and Teacher Learning 3. Collaboration 4.

Supportive Structures and Environment (McFarland, 2014).

Keywords: Guidelines; Teacher professional development

I. INTRODUCTION

Education system depends on teacher quality as teacher quality is the important factor effecting student learning (OECD, 2013). In the high-scoring countries, education systems focus on teachers by having teachers with proper and high quality (or qualified teachers). That is having the best people to work as teachers, continuously developing teachers and eliciting best practices from teachers.

The National Education Act B.E.2542 (1999) and Amendments, Second National Education Act B.E. 2545 (2002) define the purposes and principles of the development of teachers and education personnel in Section 52 of Chapter 7: Teachers, Faculty Staff and Education Personnel. Both require that the Ministry promote development of a system for teachers and educational personnel, including production and further

refinement of this category of personnel, so that teaching will be further enhanced and become a highly respected profession.

In accordance with Thailand Public Administration Plan B.E.2555- 2558(2015), Operational Framework 2.4 which states the reform of teacher profession by reforming the system of teacher production so as to meet international standards; motivating smart and good people to enter teacher profession; improving teacher compensation and salaries; developing teacher promotion system by using the empirical evaluation based on teacher capability and student achievement; and organizing education system and training to improve teacher quality continuously. (Office of the Secretary General of the Council of Education, 2555).

Schools have to follows those mentioned policies to ensure that their students and stakeholders trust them in managing school education effectively and resulting in all students’ achievement. Thus, teachers and education personnel whose career is in education, are very important to the success of education development and to meet the intention of National Education Act B.E.2542.

Teacher quality is essential to educational development as a qualified teacher can result in high quality of students. For this reason, teachers actually have the essential role in people development to make them perfect man- in physical, mental, intellectual, moral and ethics, including culture of living and being with others happily.

Teacher quality is a primary factor to change student learning as many researches found that students with the opportunity to study with a teacher who has high skills in teaching, have three times development and progress better than those who study with a teacher who has less skills. Thus, every former government took development of teacher quality as the key policy of education (Office of the Secretary General of the Council of Education, 2555). Many researches agree that professional development is the key to enhance teacher’s knowledge and skills that positively result in student achievement

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(Desimone, 2011; Penuel et al., 2007). And teacher profession development must meet each teacher’s needs (Individual Needs); both teachers and students learn (Student and Teacher Learning); teachers work together with others (Collaboration); and have supportive structures and environment (Supportive Structures and Environment) (Mcfarland, 2014).

From the background and the importance mentioned, the researchers were interested in studying the guidelines for teacher professional development in Prapassornwittaya Schools, Wat Srinuan in order to develop the teachers in knowledge, ability, skills according to necessary competencies and teacher working quality so as to be professional teachers in the future.

II. RESEARCH QUESTIONS

1. What is the current condition of teacher professional development of Prapassornwittaya Schools.

2. What is the guidelines for teacher professional development of Prapassornwittaya Schools.

III. RESEARCH OBJECTIVES

1. To study the current condition of teacher professional development of Prapassornwittaya School.

2. To study the teacher professional development guidelines for Prapassornwittaya School.

IV. EXPECTED OUTCOMES

1. To know the current condition of teacher professional development of Prapassornwittaya School.

2. To have the guidelines for teacher professional development of Prapassornwittaya School.

V. RESEARCH METHODOLOGY

- The researchers synthetized the researches relating to the topic “teacher professional development” and interviewed the experts or(and) professionals using the characteristics of teacher professional development synthetized from those researches.

- Use the data and information from the interview to form a “Focus Group” which consists of the principal and the teachers of Prapassornwittaya School.

VI. RESEARCH FINDINGS

The researchers synthetized the researches relating to the topic “teacher professional development” and interviewed the experts or(and) professionals using the characteristics of teacher professional development synthetized from those researches. Include

Factor 1 “Individual Teacher Needs,” In schools with effective PD, the school leader seeks input from teachers before making decisions with regard to the training that is to be offered. Effective PD provides learning opportunities that reflect the individual needs of teachers.

Effective PD offers both individual and school-wide choice with regard to topics that are offered. Effective PD requires the school leadership to provide learning

opportunities that relate to individual teacher needs.

Effective PD requires learning on the part of the teacher about the specific content (knowledge) of the subject, the teaching of the subject, and how students learn the subject.

Factor 2 “Student and Teacher Learning,” Effective PD is the centerpiece for improving teaching, learning, and the overall academic performance of students in a school. Effective PD focuses on training the teacher to engage and

prepare students to apply what they have learned rather than recite what they have memorized. Effective PD focuses on the learning outcomes of the teacher and how the teacher can best provide for the learning of students.

Effective PD focuses on student learning, helping teachers to understand the knowledge and skills students are expected to know and demonstrate. Effective PD helps to create a school culture of continuous improvement where learning about best practices is ongoing and never finished.

Factor 3 “Collaboration,” Effective PD that is integral to student and teacher learning is school based; meaning the staff routinely plans and presents training sessions that allow teachers to share best practices. Effective PD requires teachers to collaborate. Effective PD requires structures to be put in place that provides time for teachers to collaborate. Effective PD provides opportunities for teachers to engage in discussions about what they are teaching, how they are teaching, and the results they are getting with their students. Effective PD requires the principal to engage with and encourage teachers to reflect upon teaching practices and student outcomes.

Factor 4 “Supportive Structures and Environment,”

Effective PD is aligned to the school’s mission, vision, and values. Effective PD requires the principal to create and support an environment of risk-taking with regard to planning and implementation of instructional initiatives.

Effective PD uses multiple data sources to measure teacher and student performance and learning. Effective PD is driven by the analyses of the differences between goals and standards for student learning and student performance. Effective PD offers both individual and school-wide choice with regard to topics that are offered.

VII. RESEARCH DISCUSSION

From the Focus group discussions about teacher professional development, has developed the following guidelines For Teacher Professional Development in Prapassornwittaya Schools.thus

1. Survey the current conditions and adverse conditions regarding the professional development of teachers.

2. Education at both the domestic and international interests and meet the responsibilities.

3. The atmosphere and environment to promote learning.

knowledge of teachers and students.

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BIBLIOGRAPHY

[1] Darling-Hammond, L., Wei, R. C., Andree,A., Richardson, N., & Orphanos,S. (2009).

Professional Learning in the Learning Profession. Published by the National Staff Development Council.

[2] Dunne. Kathy A. (2010). Teachers as Learners:

Elements of Effective Professional Development. Retrieved July 30, 2015, from http://images.pearsonassessments.com/

[3] Dessler, Gary. (2009). A Framework for human resource management. 5th ed. Upper Saddle River, New Jersey: Education.

[4] Edward Shawyne Mcfarland. (2014). Teachers’

Perception of Professional Development what do Teachers Really Want That Makes Them Willing to Change Professional practice.

[5] A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education. North Carolina State University.

[6] Groover, R. C. (2014) . Effective Professional Development: Which Factors Matter in Implementation?. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education. University of Michigan-Dearborn.

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