THE DEVELOPMENT PROCESS OF TEACHER COACHES WITH THREEFOLD PRINCIPLES INTO TEACHING PRACTICE OF TEACHERS AT TANINTORN WITTAYA SCHOOL BANGKOK

Abstract

The purposes of this research were 1) to study the components of the development process of teacher coaches into teaching practice of teachers at Tanintorn Wittaya School  Bangkok, 2) to develop the development process of teacher coaches with Threefold principles into teaching practice of teachers at Tanintorn Wittaya School Bangkok, and 3) to evaluate the development process of teacher coaches with Threefold principles into teaching practice of teachers at Tanintorn Wittaya School  Bangkok. Multiphase mixed methods research was designed with 3 research phases; Phase 1 study the components of the development process of teacher coaches by conducting in-depth interviews with 12 key informants using an interview form. Data were analyzed by analytic induction. Phase 2 examine the process using the action research method according to the PAOR process with a target group of 20 teachers from purposive sampling. Research tools were the teacher coach development process manual, teaching supervision evaluation form, Rubric evaluation form to measure teachers' skills for the role of teacher coach. Quantitative data were analyzed using descriptive statistics and inferential statistic of t-test, and analyze data from reflection on learning outcomes by analytic induction. Phase 3 evaluate the development process of teacher coaches through focus group discussion. Research tool was focus group discussion manual, and data was analyzed using content analysis. Results showed that 1) the components of the development process of teacher coaches into teaching practice of teachers at Tanintorn Wittaya School Bangkok consisted of 6 components: Component 1: causes of change, component 2 mindset for becoming a coach, component 3 how to coach? component 4 strengthen coaching to be effective, component 5 the teacher coach’s journey to the classroom, component 6 reflection of being a teacher coach. These components will be included in the design of the development process of teacher coaches creating a module for training and developing teachers into coaches. 2) The development process of teacher coaches with Threefold principles into teaching practice of teachers at Tanintorn Wittaya School Bangkok that has been developed then has been put to try out through 6 modules of teacher’s training which design clearly details of the training process including in action of data collection before and after the training. Results of comparing before and after training according to the development process of teacher coaches with Threefold principles into teaching practice of teachers in overall was significantly different at the .05 level. After the training following the development process of teacher coaches with Threefold principles into teaching practice of teachers’ scores were higher than before the training. The reflection results of teachers who participated in the process were positive, have the power to apply knowledge and skills to oneself in the role of teacher, gain confidence in the process, and see the value and benefits of coaching for yourself and students. 3) Results of the evaluation of the development process of teacher coaches with Threefold principles into teaching practice of teachers at Tanintorn Wittaya School Bangkok showed that was appropriate, accurate, possible to practice, and can be used for utilization. In summary, knowledge of this research was coaching model for Buddhist education.

Keywords: Development Process, Teacher Coaches, Threefold Principles, Teaching Practice, Tanintorn Wittaya School