The 7th International Conference on Educational Research:
13-14 September 2014, Faculty of Education, Khon Kaen University, Thailand
The Administrators’ roles for Teacher Professional Development based on Professional
Standards under the Office of Chaiyaphum Primary Educational Service Area 2
Pranee Kanyasud1 (k_pranee@kkumail.com)
Thanomwan Prasertcharoensuk2 (thapra@kku.ac.th)
Abstract
The research investigated the adminitrators’ roles for Teacher Professional
Development based on Professional Standards under the Office of Chaiyaphum Primary
Educational Service Area 2. Research samples were 491 persons including school principals
and teachers from schools under The office of Chaiyaphum Primary Educational Service
Area 2. The research instruments were 5 rating scale questionnaires, the interview form and
focus group discussion. Data were analysis by using percentage, mean, and standard
deviation, and content analysis were performed from the interview and focus group
discussion.
Research findings found that:
1) Overall aspects of teacher professional development based on professional
standards were in “high” level.
2) Overall aspects of the adminitrators’ role for teacher professional development
based on professional standards were in “high” level.
3) The guideline of the adminitrators’ roles for teacher development were : 3 .1 ) Self
development : encouraged teachers’ self development, provides budget, be a role model in their
own development, encouraged to teachers to study in higher level. 3.2)Development of student
quality :encouraged teachers to analyze the students individually, screened the students,
encouraged teachers to develop students to their full potential, encouraged teaching and
learning activities based on the learners. 3 .3 )Teaching and learning : developed teaching and
learning activities with the teachers and students, encouraged teachers to create and bring new
innovations for teaching activities. 3.4)Teacher behaviors : conduct themselves as good role of
their self-dominate, encouraged teachers behaviors in a moral and professional ethics, promote
the teaching profession. 3.5) Cooperation with others : recognized in the ability of the teacher,
provide assistance and colleagues developed based on conformity, encouraged teachers to
participate in building a harmonious group. 3.6) Using information : encouraged teachers to use
information technology in teaching activities effectively, provided the tools, equipment and
technologies used in modern practice.
Keywords: Adminitrators’ roles, Teacher Professional Development, Professional Standards
1.Introduction
National Education Act 1999, the Revised Issue (the 2nd Issue) 2002, Section 7,
Group 52(Academic Department, 2002) specified that the Ministry to promote the production
process system, teacher and Educational Staff development to have quality and standard
appropriately with high level professional by monitoring and cooperating with teacher
production and development institute as well as Educational Staffs to be ready and strong in
1Student,
Educational Administration Program, Faculty of Education Khon Kaen University, THAILAND
Professor, Department of Educational Administration, Faculty of Education Khon Kaen University, THAILAND
2Associate
The 7th International Conference on Educational Research:
13-14 September 2014, Faculty of Education, Khon Kaen University, Thailand
preparing the new staffs, and in-service staffs continuously. The second round Educational
Reform Policy of Ministry of Education (2009-2018) presented the framework of guidelines
for Educational Reform (item 2) development of new age teachers to be facilitators for
learning as valuable professional and systematic including the production process as well as
standard appropriately with high level professional. The intelligent persons and good persons
who loved their teaching profession, were obtained sufficiently with quality for self
development continuously, and good quality of life as well as morale and sustainable living.
(The Office of Secretariat of Educational Council, 2009) The school administrators played
an important role in teacher development based on teaching professional standard as the
super-ordinates as well as leaders in different work implementation in schools to cover all of
4 aspects including: the academic, staff, budget, and general work management to be
smoothly implemented. (Mechai Noimuangkooon, 1999) The school administrators had to
honor and recognize their colleagues’ prestige as well as provide opportunity for them in
expressing their opinion, collaborating in problem solving and decision making. They should
have their vision, confidence, seeing the value of themselves and the others. They should be
honest and sincere, able to encourage and motivate to love and have commitment in their
school. (Wichien Wongkamchan, 2013) The development of Educational Quality as well as
Students’ quality was based on the teachers’ quality because they played a very important
role in developing the Education to accomplish goal. To prepare the teachers for changing
and development to be teachers in new age world under context of rapid change, whether
they would obtain development with quality and relevant to professional standard, was based
on the administrators’ role in implementing the supporters for teaching professional
development for developing the students’ quality would affect the Educational Quality
Development further. Therefore, the teaching professional development had to develop the
teachers’ skill, knowledge, and competency to be relevant to the teaching professional
standard in order to serve the objective ad strategy in improving the potentiality of teachers as
well as Educational Staffs to obtain knowledge, competency, and skill based on professional
standard. (The Office of Chaiyaphum Primary Educational Service Area 2) According to
the above reasons, the researcher was interested in studying the school administrators’ role in
developing the professional development based on teaching professional development
standard under The Office of Chaiyaphum Primary Educational Service Area 2 , in order to
obtain information technology for the school administrators, teachers, Educational Staffs, and
related persons so that they would be able to utilize data from the obtained research findings,
in teaching professional development to have quality based on teaching professional standard
further.
2. Research Questions
2.1 What level would be the professional development situation based on teaching
professional Development, under the Office of Chaiyaphum Primary Educational Service
Area 2?
2.2 What level would be the school administrators’ roles in on teaching professional
Development, under the Office of Chaiyaphum Primary Educational Service Area 2?
2.3 How would be the school administrators’ guidelines for teacher development,
under the Office of Chaiyaphum Primary Educational Service Area 2, based on teaching
professional standards?
3. Research Objectives
3.1 To study the teaching professional development situation based on teaching
professional standards,under The Office of Chaiyaphum Primary Educational Service Area 2.
The 7th International Conference on Educational Research:
13-14 September 2014, Faculty of Education, Khon Kaen University, Thailand
3.2 To study the school administrators’ roles in teaching professional standards,
under The Office of Chaiyaphum Primary Educational Service Area 2.
3.3 To study the school administrators’ roles in teacher development, under The
Office of Chaiyaphum Primary Educational Service Area 2.
4. Research Implementation
4.1 Population and Samples
The population using in this study consisted of 264 adminsitrators, and 2,587
teachers under jurisdiction of The Office of Chaiyaphum Primary Educational Service Area
2, total of 2,851 persons.
The Sample Size determined from Krejcie and Morgan’ Table. The samples
were selected by Stratified Random Sampling based on school size. The samples were 156
administrators, and 335 teachers, total of 491 persons.
4.2 Variables
Independent Variable was the position including: 1) the school administrators, and
2) teachers.
Dependent Variables were 6 aspects of teaching professional development based
on teaching professional standard based on work practice group of teaching professional
standard as: 1) self development, 2) Development of students quality, 3) Teaching and
learning, 4) Teacher behaviour, 5) cooperation with others, and 6) Using information.
4.3 Instruments
The instruments using for data collection, were: 1) The Questionnaire for school
administrators and teachers including 4 Parts. Part 1, consisted of the respondents’
demographic data. Part 2, was the level of teaching professional development based on
teaching professional standard. Part 3, was the level of school administrators’ role in
teaching professional development based on teaching professional standard. 2) The semi –
structured interview, Part 1, related to the respondents’ demographic data, and Part 2, the
interview of school administrators’ role in teacher development, and 3) Focus Group
Discussion including demographic data of participants of Focus Group Discussions, the study
issues, and the discussion issues.
4.4 Data Analysis
4.4.1 Data were analyzed by using the statistic as the Frequency, Percentage,
Mean, and Standard Deviation.
4.4.2 Using the Content Analysis for analyzing data from interview, Focus Group
Discussion, grouping to find the differences, similarities, and association by description, and
concluding into narrative form.
5. Conclusions and Discussions
5.1 Conclusions
5.1.1 The analysis findings of teaching professional development based on
teaching professional standards in level of teaching professional standard, in overall, it was
in “High” level. The aspect with highest level of average value, was the Teacher behavior. The
second order was the cooperation with others, and using information. The aspect with lowest
level of average value, was the self development.
.
5.1.2 The analysis findings of level in school administrators’ role in developing
the teaching profession based on teaching professional standards, in overall, was in “High”
level. The aspect with highest level of average value, was the level of average value, was the
The 7th International Conference on Educational Research:
13-14 September 2014, Faculty of Education, Khon Kaen University, Thailand
Teacher behavior. The second order was the cooperation with others, and using information.
The aspect with lowest level of average value, was the Development of students quality.
5.1.3 The analysis findings of school administrators’ role in teacher development
based on teaching professional standard were as follows:
1) Self development, the teachers should be encouraged to see the importance of self
development by supporting the budget. The morale should be developed. They should be role
model in self development. Te teachers should be promoted to further their studying in higher
level.
2) Development of students quality, the teachers should be enhanced to analyze
their students individually, and select their students. They should be encouraged to develop their
students’ quality with full potential based on each one’ competency. The instruction should be
organized variously with full potential.
3) Teaching and learning, the development of instructional activity development
should be collaboratively developed simultaneously with teachers and students. The teachers
should be encouraged to provide instructional management for their students to do real practice,
to be able to study as well as search for knowledge and conclude knowledge by themselves. They
should be promoted to construct and use new innovation for their instructional management.
4) Teacher behaviour, they should behave themselves as role model regarding to
self-control, human control, and work control. They should be encouraged to be ethical and
professional code of conduct strictly. Teaching profession should be promoted. Good teachers
should be recognized, for instance, good teachers, excellent teachers, good teachers in one’s heart
in order to pay respect to the teachers.
5) Cooperation with others, the teachers should be provided opportunity and
recognition. They should be supported and developed based on unity as major principle. The
teachers’ significance and value should be viewed in school. They should be assigned work
suitably with their knowledge and aptitude. They should be encouraged to participate in the
activity creating group unity, traditional rite, local activity, and field trip study.
6) Using information, the teachers should be encouraged to search for knowledge
and use the obtained information and news. The information and news system should be
promoted to be used. In instructional activity management, The modern equipment and
technology should be promoted to be available in their work practice.
5.2 Discussions
5.2.1 The situation of professional development based on teaching
professional standard, found that in overall, was in “High” level. The aspect with the
highest level of average value, was the Teacher behaviour. The second order, were the
cooperation with others, and the using information. On the contrary, the aspect with lowest
level of average value, was the self development. Since the teachers had to behave
themselves both of physical am\nd mental aspects by focusing on their code of conduct
specified as the pattern of conduct. It was supported by research findings of Paiwan Kamdee
(2007) in “Teachers’ Work Practice based on Teaching Professional Standard in Opinion of
School Administrators and Teachers, under the Office of Nongkai Educational Service Area
2,” found that : 1) the school administrators and teachers’ view on teachers’ work practice
based on teaching professional standard, both in overall and each aspect, in “High” level.
The aspect with highest level of average value, was the role model for students.
5.2.2 The school administrators’ role on developing the professional
development based on teaching professional standard, found that in overall, was in
“High” level. The aspect with the highest level of average value, was the Teacher behaviour.
The second order included the cooperation with others, and the using information On the
The 7th International Conference on Educational Research:
13-14 September 2014, Faculty of Education, Khon Kaen University, Thailand
contrary, the aspect with lowest level of average value, was the students’ quality. Since the
school administrators played an important role in teaching professional development as the
super ordinates with direct responsibility in teaching development following the management
process. Therefore, they should behave themselves as role model for both of teachers
regarding to: self-control, human control, and work control. It was congruent with research
findings of Praiwan Sompunga (2009) in “School Administrators’ Role in Teacher
Development in Schools under The Office of Roi-ed Educational Service Area 2,” found that
the administrators’ role in teacher development in schools under jurisdiction of The Office of
Roi-ed Educational Service Area 2, was in “High” level in the overall and each aspect. The
aspect with the highest level of average value, was the academic freedom. The second order
included the professional development, self development, and collaborated working, training,
learning source management, and internal supervision management.
5.2.3 Guidelines for school administrators’ role in teacher development based
on teaching professional standards:
1) Self development, the teachers should be encouraged to see the importance of
self development by supporting the budget, creating the morale, being role model in self
development, being promoted to further their studying. It might be due to the school
administrators were important persons in promoting the teaching professional development
by determining the work plan and policy in teacher development, promoting the teachers to
attend the training, seminar, and field trip study in professional development. The teachers
were able to develop themselves based on their need and duty in order to increase their
knowledge and experience to keep pace with situation of growth as well as changing world.
In addition, they could use what they obtained from self development to apply and improve
the student development to obtain better quality. It was congruent with research findings of
Sooksan Chaisiriwat (2007) in “Administrators’ Role for Private Primary Teacher
Development,” found that the school administrators' role in teacher development for Private
Primary School Teachers, in overall and each aspect, were in “High” level, ranking in order
from high to low as follows: the counselors, the facilitators, the predictors, the evaluators,
and the supporters and promoters.
2) Development of students quality, the teachers were promoted to analyze their
student individually as well as select their students. They were encouraged to develop their
students with full potential based on each one’s competency, provide activity variously with
full potential. Since the school administrators played their role and duty based on their
responsibility in work practice of organization to be both efficiently and effectively. They
were academic leaders by giving an importance to student quality development focusing on
the support and promotion for the changes, the instructional model as student-centered. It
was supported by research findings of Kaplan and Owings (2001) in “Teacher quality and
student achievement: Recommendations for principals,” found that the administrators played
a very important role for teachers and their teaching quality. Relationship between the
teachers and administrators was important for the students’ success. The administrators had
to implement in every possible way to promote good and high quality teachers in order to
increase te quality of Educational Management to be increased continuously.
3) Teaching and learning, the instructional activity should be collaboratively
developed simultaneously with teachers and students. The teachers should be encouraged to
provide instructional activity for students to have real practice as well as to study and search
for knowledge, conclude knowledge by themselves. The teachers should be enhanced to
construct and use the new innovation in providing the instructional activity management.
Since the school administrators played their role as Facilitators for school staffs as well as
related persons in academic, for instance, books, texts, games, technology for supporting the
instruction , and supplementary equipment of knowledge, and service providing as well as
The 7th International Conference on Educational Research:
13-14 September 2014, Faculty of Education, Khon Kaen University, Thailand
environmental management for learning. It was congruent with Teera Roonjaroen’s (2007)
statement of school administrators’ role as academic leaders that it was important in
enhancing and supporting the changes of instructional management into student-centered, and
planning for policy and strategy in Educational Reform of school precisely and conveniently
to be practiced.
4) Teacher behaviour, they should behave themselves as role model regarding to
self control, human control, and work control. They should encouraged the teachers to be
ethical and focus on code of conduct strictly, promote teaching profession, recognize the
good teachers as well as excellent teachers and good teachers in one’s heart in order to
recognize and pay respect with teachers. Since the school administrators were the
organization leaders. So, they should behave themselves as good examples for their subordinates as well as support and promote their staffs to behave themselves in ethical and code
of conduct strictly. It was supported by Panya Kaewkeyuen & Supat Panpatkoon’ (2002)
statement that the school success required the administrators’ knowledge, skill, and
competency in their work very well. They had to have their vision, know the mission of
work unit precisely. They should have competency in self control, human control, and work
control efficiently. They should have self development to be modern and keep pace with the
situation and changes.
5) Cooperation with others, the teachers should be provided opportunity and
recognition for their competency, supported and developed based on unity as major principle,
seen the importance and value in schools, assigned work suitable with their knowledge and
competency, promoted to participate in activity for developing their group unity as well as
tradition rite and local activity, field trip study. It might be because the administrators had
positive attitude towards their colleagues, and were flexible with their working. They
developed confidence and comprehended needs by different divisions, gave an importance to
team working, and created the work motivation through various techniques, for instance,
thank you the dissemination of team work performance, and praise as well as provide the
reward. It was congruent with Supon Wangsin’s (2002) statement of the administrators’ role
as to cooperate with community and related work units in Educational Development, be
leaders of team work which every one participate in thinking, making decision, doing, and
being responsible focusing on developing the students’ quality. They developed their staffs’
morale for organization in learning and sharing with each other.
6) Using information, the teachers should be supported and promoted to search for
knowledge as well as use the obtained information and news, enhanced the usage of
information technology in instructional activity management, provided modern equipment
and technology in work practice. It might be due to the administrators were leaders in using
the technology system in enhancing the teaching professional development based on
professional standard, and promoting the teachers to search for knowledge and use the well
selected information and news for teacher development so that they would be able to use ye
equipment with quality and efficiency. It was congruent with Teera Rooncharoen’s (2007)
statement that the school administrators were the persons promoted the technology usage to
keep pace with growth and advancement in the inside and outside the country to be relevant
to the Learning Society Period.
6. Recommendations
6.1 Recommendations obtaining from research study
6.1.1) The school administrators or related persons in Educational Service Area, were
able to lead the guidelines for school administrators’ role in teaching professional development,
and teacher development in schools to have better quality.
The 7th International Conference on Educational Research:
13-14 September 2014, Faculty of Education, Khon Kaen University, Thailand
6.1.2) The administrators or related persons in training and teacher development, could
apply the findings of this study as guidelines for selecting the training program in order to be
relevant to the teachers’ need for self development.
6.1.3) The school administrators should have self development, and behave themselves
as role model for teachers which would lead the teaching professional development to be more
successful.
6.2 Recommendations for future research
6.2.1) Factors affecting the school administrators’ role in professional development
based on teaching professional standards, should be studied.
6.2.2) Factors affecting the teachers’ professional development based on teaching
professional standards, under the Office of Primary Educational Service Area 2, should be
studied.
6.2.3) School Administrators’ role in professional development based on teaching
professional standards, should be studied.
7. References
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Kamdee, Paiwan. (2007). Teachers’ Work Practice based on Teaching Professional
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Kewkeyoon, Panya & Panpattanakoon, Supat. (2002). Educational Management in
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The 7th International Conference on Educational Research:
13-14 September 2014, Faculty of Education, Khon Kaen University, Thailand
Wongkamjan, Wichien. (2013). Efficient School Administrators in the Age of
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