A Development Model for Teacher Competency through Proactive Supervision and Collaborative Networks to Enhance Quality Outcomes of Learners in Chiang Muan District

Abstract

This research objectives aimed to develop a teacher competency development model through proactive supervision and collaborative networks to enhance the quality outcomes of students in the Chiang Muan district. The research employed a five-step research and development process. First, fundamental information for model development was studied through document analysis and collaboration with nine stakeholders. Additionally, the current state, desired state, and needs were examined. The participants employed in this study were 60 people. They include administrators and teachers from 12 schools in the Chiang Muan district during the  academic year 2021. Second, the model was constructed and validated by nine experts based on accuracy and feasibility standards. Third, the implementation of the model was evaluated with administrators and teachers from 12 schools in the Chiang Muan district during the  academic year 2023 focusing on processes, outcomes, and productivity. Fourth, the model was assessed for appropriateness and usefulness with 12 school administrators and teachers in the same district during the academic year 2023. Finally, the model was disseminated and its acceptance evaluated among 15 experts and stakeholders who possessed relevant knowledge, experience, and familiarity with the model.

The research findings revealed the Proactive Supervision and Collaborative Network Model (PIEC Model) developed to enhance the quality outcomes of students in the Chiang Muan district. The model comprises five key components: principles, objectives, processes, evaluation guidelines, and conditions for successful implementation. The study confirmed the model's ability to support the development of teacher competencies emphasizing collaborative and proactive approaches in education management to achieve sustainable quality improvements for students.