The Development of Teachers’ Academic Competencies at Wat Banchung (Isara Wittaya) School

Abstract

This article aimed to enhance understanding among educational personnel and stakeholders regarding teachers’ academic competence. The content was divided into two main sections. The first section presented concepts and theories related to administration and competence, including administrative theory and competence theory. It also explained teachers’ academic competence in three dimensions: teamwork in academic work, self-development for academic quality, and the pursuit and application of academic knowledge. The second section focused on analyzing causal factors influencing teachers’ academic competence, which were categorized into three groups: network factors, organizational factors, and individual factors. The relationship between academic competence and these causal factors was established as a conceptual framework for research on models of academic competence development for teachers. The findings were expected to generate new knowledge in educational administration, innovations derived from research, and guidelines for improving teachers both collectively and in targeted groups. Furthermore, the knowledge and research outcomes could be utilized to inform educational administration policies or serve as a foundation for future studies.