Teachers’ Perceptions on Competencies and Professional Development Options: A Case Study of a Private School in Bangkok
DOI:
https://doi.org/10.14456/abacodijournal.2025.16Abstract
This research examines teachers' perceptions of their competencies based on the Southeast Asia Teachers Competency Framework, identifies the specific professional development needs of teachers at a selected private school in Bangkok, and investigates the effectiveness of current professional development programs while gathering suggestions for improvements. A mixed-methods approach was employed, combining qualitative and quantitative data from a population sampling of 100 teachers during the academic year 2023-2024. Findings indicate that teachers perceive their competencies in four key areas: knowledge, continuous improvement, community engagement, and student facilitation at a high level. Teachers expressed a need to focus on creating a positive and caring learning environment. Specific professional development needs were also rated highly in ICT competencies, beliefs and attitudes, student learning outcomes, and classroom practices. The school administration is advised to allocate more resources for training in these areas. Additionally, teachers rated the effectiveness of current professional development programs highly, particularly for on-the-job learning, learning from others, and structured learning. Teachers highlighted participation in committees or project teams as exceptionally effective. The study concludes that enhancing professional development opportunities can improve teachers' competencies, thereby positively impacting student achievement.
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