DEVELOPMENTAL GUIDELINES FOR GUIDANCE PERFORMANCE OF THAMAKAVITTHAYAKOM SCHOOL

Abstract

        The purposes of this independent study were to determine: 1) Guidance Operations of Thamakavitthayakom School 2) Guidelines for Developing Guidance Operations of Thamakavitthayakom School. The sample consisted of 80 school teachers from Thamakavitthayakom School. Additionally, 5 key informants participated in the interviews, comprising 1 school director, 2 deputy directors, and 2 guidance counselors from Thamakavitthayakom School. The research instruments included two types: an opinionnaire and semi-structured interview. The statical analysis were frequency, percentage, arithmetic mean, and standard deviation, while content analysis was employed for the interview data. The research findings were as follows:

         1. Overall, the guidance operations of Thamakavitthayakom School were at a high level. When considering each aspect individually, every dimension was also rated at a high level. Ranking the arithmetic means from highest to lowest, the aspects were ordered as follows: individual inventory services, counseling services, placement services, follow-up and evaluation services, and information services.

          2. The guidelines for developing the guidance operations of Thamakavitthayakom School are as follows: 1) Administrators and teachers should collaborate to develop a standardized, systematic approach for collecting and managing individual student data, 2) Administrators and teachers should jointly develop diverse, up-to-date, and easily accessible guidance resources and information systems, 3) Administrators should encourage guidance counselors and advisors to continuously develop their professional knowledge and counseling skills. 4) Administrators and teachers should collaborate on analyzing individual student data regarding their potential, aptitudes, and interests to effectively plan for appropriate support, development, and assistance. 5) Administrators and teachers should cooperate in establishing a continuous and systematic follow-up and evaluation system for guidance operations. 6) Administrators and teachers should work together to reduce inequalities in access to technology and guidance services.