Guidelines for Promoting The Teaching Spirit of Assistant Teachers Under the Phitsanulok Primary Educational Service Area Office 1

Abstract

The objectives of this research were: (1) to study the teacher spirituality of assistant teachers under the Phitsanulok Primary Educational Service Area Office 1, and (2) to explore guidelines for promoting teacher spirituality among these assistant teachers. The research was conducted in two steps. Step 1:The study of teacher spirituality involved a sample of 78 assistant teachers under the Phitsanulok Primary Educational Service Area Office 1 during the 2025 academic year, selected through purposive sampling. Data were collected using a 5-point Likert scale questionnaire. Step 2: The study of guidelines for promoting teacher spirituality involved 3 experts selected through purposive sampling. Data were collected through semi-structured interviews.

The research findings revealed that (1)The overall teacher spirituality of assistant teachers under the Phitsanulok Primary Educational Service Area Office 1 across all 5 dimensions was at the highest level ( = 4.71, S.D. = 0.35) when considering each dimension individually, the dimension with the highest mean was "Self-Virtue and Ethics," which was at the highest level ( = 4.77, S.D. = 0.38). The dimension with the lowest mean was " Being         a Good Role Model for Students" also at the highest level ( = 4.66, S.D. = 0.41) Guidelines for fostering the teacher spirituality of assistant teachers include: school administrators should promote and organize personality and professional ethics development training, focusing on empirical behavioral changes. Additionally, educational institutions may provide support by establishing coaching and mentoring systems or creating platforms to honor exemplary teachers as role models. These measures aim to enhance motivation and provide a clearer direction for developing desirable professional behaviors.