GUIDELINES OF TEACHER COMPETENCY DEVELOPMENT IN DIGITAL LITERACY AT NANOI SCHOOL, NAN PROVINCE

Abstract

This Mixed Methods Research aims to: 1) investigate the needs for developing teachers' competencies in the use of digital technology at Nanao School, Nan Province; 2) explore approaches to developing these competencies from schools with best practices; and 3) formulate and validate a development guideline for enhancing teachers' digital competencies at Nanao School. The study was conducted in three phases: Phase 1 examined the needs of 55 teachers using questionnaires, with data analyzed using mean and standard deviation; Phase 2 explored best practices from three selected schools through structured interviews with six participants, including school administrators and ICT teachers, and analyzed the data using content analysis; Phase 3 involved designing and validating the proposed guideline. A workshop was conducted with 15 stakeholders (administrators, heads of learning areas, and ICT teachers), followed by expert validation by five specialists using a structured assessment tool.

The results revealed that: 1) the overall need for developing teachers' digital competencies was high, with skills ranked the highest, followed by attitudes and knowledge; 2) the best practice-based development approach comprised three key competencies—knowledge, skills, and attitudes—and a five-step process: needs assessment, competency evaluation, planning, implementation, and monitoring and evaluation; 3) the proposed guideline, which included principles, objectives, operational strategies, and success conditions, was evaluated as highly accurate and appropriate.