STRATEGIES FOR DEVELOPING PROFESSIONAL COMPETENCIES AND BUDDHIST MORAL ETHICS OF TEACHERS UNDER THE OFFICES OF EDUCATIONAL SERVICE AREAS IN NORTHERN THAILAND

Abstract

This research article aimed to: 1) examine the levels of teachers’ professional competencies and Buddhist moral ethics; 2) analyze the factors affecting the development of teachers’ professional competencies and Buddhist moral ethics; and 3) synthesize strategies for developing teachers’ professional competencies and Buddhist moral ethics. The study employed a mixed methods research approach using an explanatory sequential design. In the quantitative phase, the sample consisted of 400 teachers under the Offices of Educational Service Areas in Northern Thailand, selected through multistage sampling. The research instrument was a five-point rating scale questionnaire. The data were analyzed using mean, standard deviation, and multiple regression analysis. In the qualitative phase, the key informants consisted of school administrators, experts in teacher development, and Buddhist monk scholars, totaling 15 participants. Data were collected through semi-structured in-depth interviews and analyzed using content analysis.

The research findings revealed that: 1) the overall levels of teachers’ professional competencies and Buddhist moral ethics were high, indicating that teachers were well prepared to perform their professional roles while adhering to Buddhist moral principles; 2) academic leadership, ethical organizational culture, and continuous professional development significantly affected the development of teachers’ professional competencies and Buddhist moral ethics; and 3) the appropriate development strategies comprised the integration of Buddhist principles into professional development, the enhancement of ethically oriented professional learning communities, and the implementation of mentoring systems and Buddhist-based reflective practices. These strategies can serve as guidelines for the sustainable development of teachers.