Guidelines for Promoting Advancement in the Teaching Profession of Educational Institution Administrators under the Jurisdiction of the Kamphaeng Phet Secondary Educational Service Area Office

Abstract

This research aims to study the professional advancement of teachers in schools under the Kamphaeng Phet Secondary Educational Service Area Office and to examine approaches to promoting teacher professional advancement among school administrators in the same area. The research employs a mixed-methods approach, collecting quantitative data from 306 school administrators and teachers using a 5-level Likert scale questionnaire, and qualitative data from interviews with three experts in school administration. Data were analyzed using descriptive statistics and content analysis.

              The research findings indicate that school administrators should act as "learning facilitators and strategic opportunity creators" by returning time to teachers through reduced administrative workloads. This allows teachers to dedicate time to self-development and creating innovative teaching methods, crucial for academic advancement. This should be coupled with a flexible evaluation system focused on student development, enabling teachers to fully demonstrate their potential and produce tangible results. This should be supported by proactive "coaching" guidance, providing resources, media, technology, and funding from external collaboration networks to maximize performance. Furthermore, administrators must foster a safe Professional Learning Community (PLC) culture for knowledge exchange and dissemination, systematically accumulating experience and professional expertise. Administrators should serve as role models and supporters, empowering teachers to initiate activities that foster pride and value in their profession. This will lead to career advancement that is not solely dependent on personal sacrifice but stems from a supportive system that facilitates tangible growth.