Developing Innovative Teacher Competencies through Advisory Teams in Local Education Sandbox Schools in the Five Southern Border Provinces of Thailand

Abstract

         This study aimed to investigate the current situations, problems, and needs in developing teachers’ competencies in innovative learning management through advisory teams within the context of education sandbox pilot schools under local administrative organizations in the southern border provinces of Thailand. The target group consisted of 30 teachers from Prik Municipality School, selected through purposive sampling. The research methodology included a comprehensive literature review, in-depth interviews, and strategic analysis to formulate development guidelines. Data were analyzed using content analysis and SWOT analysis. The primary research instrument was an in-depth interview protocol. The findings revealed that teachers’ key strengths included their commitment to improving learning management, support from school administrators and colleagues, the presence of innovation-leading teachers, and collaborative work through professional learning communities (PLCs). However, notable weaknesses were excessive workload, insufficient knowledge and skills in innovation, discontinuity in professional development, and limitations in resources and technology. In terms of opportunities, the study found strong support from government policies, advancements in technology, professional development through PLCs, and coaching systems involving experts. Conversely, major threats included budget constraints, a shortage of expert personnel, inadequate basic technological infrastructure, and diverse learner contexts. The strategic analysis using the TOWS Matrix led to several key development approaches, including the establishment of school-based innovation advisory teams, the development of coaching systems, the integration of technology in teacher development, the design of flexible development models, and the use of PLCs as a primary driving mechanism. The advisory teams play a critical role in connecting, supporting, and systematically monitoring teacher development. The findings suggest that enhancing teachers’ competencies in innovative learning management requires a structured support system, particularly advisory teams that function as key mechanisms for empowering teachers, reducing constraints, and promoting collaborative learning, ultimately leading to sustainable development in education sandbox contexts.