THE DEVELOPMENT OF TEACHING PROFESSION MODEL IN GUIZHOU QIANNAN ECONOMIC COLLEGE

บทคัดย่อ

The research aimed: 1) to examine the current conditions and challenges affecting the quality of professional development of teachers in Guizhou Qiannan Economic College; 2) to develop a teaching profession model in Guizhou Qiannan Economic College; and 3) to verify and refine the developed teaching profession model in Guizhou Qiannan Economic College. A mixed-methods approach was employed, incorporating in-depth interviews and a questionnaire survey. Simple random sampling was used to select 274 full-time and part-time teachers for the quantitative phase. Data analysis consisted of descriptive statistics, including frequency, percentage, mean, and standard deviation.

       The fFindings revealed that 1) Teacher professional development consisted of three dimensions, including social environment, organizational environment, and personal development. All three dimensions were rated at a high level: Social Environment ( = 4.06), with the highest sub-indicator being “EdTech facilitated teaching innovation” ( = 4.36); Organizational Environment ( = 3.78), with “interdisciplinary teams enhanced professional growth” scoring highest ( = 3.95); and Personal Development ( = 3.95), with “ethical standards internalized in behavior” rated highest ( = 4.16). 2) Based on interviews with 17 experts, a teaching profession model was constructed comprising three dimensions: Social Environment (seven indicators), Organizational Environment (thirteen indicators), and Personal Development (ten indicators). 3) Model verification was conducted through focus-group discussions with teacher-development stakeholders and university administrators. Participants agreed with the three-dimensional model and suggested implementation guidelines, including policy development, strategic planning, professional training programs, performance evaluation, work-life balance support, and benchmarking and research. The study concluded that the rigorous application of the model could substantially enhance the professional development of teachers within the institution.