GUIDELINES FOR TEACHER DEVELOPMENT IN PROMOTING CLASSROOM RESEARCH IN EDUCATIONAL INSTITUTIONS UNDER THE OFFICE OF VOCATIONAL EDUCATION KHON KAEN PROVINCE

Abstract

This research aimed 1) to study the current conditions, the desired conditions, and the needs. 2) To study guidelines for developing teachers in promoting classroom action research in educational institutions under the Khon Kaen Provincial Office of Vocational Education. This was mixed-methods research. The sample group consisted of 53 school administrators and 248 teachers, totaling 301 participants. Research instruments included a five-level Likert scale questionnaire, semi-structured interview forms, and an assessment form for suitability and feasibility. Data analysis employed percentage, mean, standard deviation, priority needs index (PNI), and content analysis.

The research showed that: 1) The current conditions, desired conditions, and needs regarding the promotion of classroom action research in institutions under the Khon Kaen Provincial Office of Vocational Education were all found to be at a high level. The priority needs were ranked in descending order as follows: 1) policy formulation and classroom research planning, 2) budget support for teachers conducting classroom research, and 3) promotion of career advancement for teachers engaging in classroom research. 2) Guidelines for developing teachers in promoting classroom action research in these institutions consisted of six areas with a total was 20 guidelines 1) Policy formulation and classroom research had 4 guidelines. 2) Budget support for classroom had 3 guidelines. 3) Promotion of career advancement for teachers conducting had 3 guidelines. 4) Recognition and respect for teachers conducting had 3 guidelines. 5) Enhancing teachers’ knowledge of classroom had 3 guidelines. 6) Creating a supportive atmosphere and environment for classroom had 4 guidelines. These strategies were assessed by experts as being highly appropriate and feasible.