Sunsermwit School’s Teacher Development Approaches Based on The Concept of Caring School Leadership


  • Apinya Sattayanond Chulalongkorn University


Teacher Development, Caring School Leadership, Caring Competencies


The purposes of this research were to 1) examine the actual and desirable states of Caring School Leadership’s competencies in Sunsermwit School’s teachers, and to study the competency with the highest development needs; and to 2) propose the school’s teacher development approaches based on the concept of Caring School Leadership. This is a descriptive research. The data were collected from 51 respondents including the school’s senior leaders and teachers. The research instruments were rating-scaled questionnaires and the suitability and feasibility assessments of the development approaches. The data were analyzed by using Frequency Distribution, Percentage, Mean, Standard Deviation, Mode, PNImodified, and content analysis.

The results were as follows: Overall, the actual state of caring competencies in Sunsermwit School’s teachers was at a medium level while the desirable state was at a high level. The highest development needs of the caring competencies for the teachers were in the Fourth Domain (Developing fellow teachers and students, and fostering school’s conditions conducive to the development and the expression of caring). There were 2 development approaches consisting of 8 sub-approaches and 26 development procedures for Sunsermwit School’s teacher development based on the concept of Caring School Leadership. Thus, through the employment of blended learning development, the development approach for the Fourth Domain consists of 2 sub-approaches: 1) enhance teachers’ ability to help fellow teachers develop the capacity for caring by using professional learning practices; and 2) enhance teachers’ ability to foster the school environment and contexts conducive to the development of caring for students.


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