DEVELOPING MODEL TEACHERS BASED ON THE PRINCIPLES OF THE KING’S PHILOSOPHY FOR BUILDING A LEARNING SOCIETY

Abstract

This academic article presented concepts and principles for developing model teachers based on the royal philosophy aimed at creating a learning society. The objective was to synthesize knowledge regarding the roles of model teachers in educational development, the application of royal principles in teacher development, and approaches to building a learning society through the process of developing model teachers. This study employed methods of analysis and synthesis of relevant documents, including theoretical concepts, research studies, and case studies on model teacher development in various contexts. The findings indicated that model teachers played a crucial role in driving educational innovations and enhancing the teaching profession. The incorporation of the royal philosophy and royal work principles, particularly the principles of understanding, access, and development, inner transformation, and participation, facilitated development aligned with the contexts and needs of teachers and educational institutions. This led to the establishment of a learning society with teachers as key agents of change. The article provided policy and practical recommendations for developing model teachers to sustainably and effectively enhance educational quality.