Guidelines for Developing the Performance Agreement (PA) of Teachers under the Nakhon Si Thammarat Primary Educational Service Area Office 3

Abstract

This research article aims to (1) study the conditions of creating agreements for teacher development, (2) explore guidelines for developing these agreements, and (3) evaluate the guidelines for developing agreements in teacher development. This study is qualitative research, collecting data through 1) in-depth interviews to examine the conditions of creating agreements for the development of 18 teachers, 2) in-depth interviews with 5 experts, and 3) focus group discussions with 7 qualified individuals to explore guidelines for developing agreements for teacher development. The tools used include interview forms and focus group evaluation forms. Data were analyzed using content analysis methods and summarized into inductive statements. The findings revealed that 1) regarding the conditions of creating agreements for teacher development, personnel and teachers still lack a clear understanding of how to create these agreements and express a desire to improve themselves in this area. 2) The guidelines for developing agreements for teacher development consist of (1) counting work hours as specified by the Teacher Council, (2) performance results in managing learning, (3) performance results in promoting and supporting learning management, (4) performance results in self-development and professional development, and (5) agreements for development that present challenges in improving student learning outcomes, integrated with personnel development in three steps: training, supervision, and evaluation. There is planning and establishing operational guidelines for personnel development that consider the context of the educational institution, including meetings to identify the goals of the activities to be conducted, organizing activities according to the established plan, checking and analyzing results after the activities are completed, and making further improvements and developments. 3) The evaluation results of the development guidelines by the experts indicated that everyone agreed they were appropriate, feasible, and beneficial for use in developing agreements for teacher development.