THE EFFECTS OF PROFESSIONAL COMPETENCE AND TEACHER SPIRIT ON TEACHER QUALITY IN TAK PROVINCE
Keywords:
Professional Competence, Teacher Spirituality, Teacher QualityAbstract
This study aimed to investigate the characteristics and components of quality teachers by emphasizing the balance between professional competence and teacher spirituality in Tak Province. Specifically, the objectives were to: (1) identify the current status of professional competence and teacher spirituality; (2) analyze the influence of morality, teaching methods, classroom management, and professional self-development on teacher quality; (3) compare teachers’ attitudes toward these constructs; and (4) propose development guidelines suitable for the border-area context. The sample consisted of 230 primary school teachers from 46 schools, selected through stratified random sampling. Research instruments included a 31-item, five-point Likert scale questionnaire and semi-structured interviews. Data were analyzed using descriptive statistics, t-tests, ANOVA, Pearson’s correlation, and multiple regression. The findings revealed that teachers in Tak Province demonstrated a high level of professional competence (M = 4.50–4.75) and a very high level of teacher spirituality (M = 4.70–4.75), particularly in morality, compassion, and dedication to teaching. Pearson’s correlation indicated a strong positive relationship between the balance of professional competence and spirituality with overall teacher quality (r = 0.80, p < .01). Multiple regression analysis further showed that morality (β = 0.50), teaching methods (β = 0.40), and professional self-development (β = 0.35) significantly and positively influenced teacher quality (p < .001), explaining 67% of the variance. In addition, teachers with more than 10 years of teaching experience and those holding a master’s degree or higher exhibited significantly stronger attitudes toward the balance of these components.
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