STUDENTS' SATISFACTION AND PRIORITY NEEDS FOR THE DEVELOPMENT OF THE GRADUATE DIPLOMA PROGRAM IN TEACHING PROFESSION AT PITCHAYABUNDIT COLLEGE

Abstract

      This research aimed to: (1) examine the current and desirable conditions of curriculum management in the Graduate Diploma Program in Teaching Profession at Pitchayabundit College; (2) analyze the priority needs for curriculum development; and (3) investigate guidelines for enhancing curriculum management. A mixed-methods research design employing a sequential explanatory approach was adopted. The research population consisted of 150 students enrolled in the Graduate Diploma Program in Teaching Profession and five experts. Research instruments included a questionnaire and a semi-structured interview form. Data were analyzed using frequency, percentage, mean, standard deviation, the Modified Priority Needs Index (PNI Modified), and content analysis.
      The findings revealed that: (1) the overall current condition of curriculum management was at a high level (x̄ = 3.87), while the overall desirable condition was at the highest level (x̄ = 4.73); (2) the highest priority need was media, technology, and learning resources (PNI Modified = 0.301), followed by assessment and evaluation (PNI Modified = 0.225) and instructional management (PNI Modified = 0.224); and (3) the guidelines for curriculum development comprised six dimensions: curriculum and content enhancement, innovative learning management, faculty development and professional mentoring systems, educational media and technology improvement, competency-based assessment, and authentic professional teaching experiences.
      The study generated a new body of knowledge, namely the PICHYA–PGC Model, consisting of Professional Curriculum Alignment, Innovative Learning Management, Coaching and Mentoring System, Hybrid Digital Learning Ecosystem, Yield-Based Assessment, and Authentic Professional Experience. The model provides an integrated framework for enhancing teacher professional competencies and improving the quality of teacher education programs in response to the challenges of 21st-century education.