The Instructional Approach Guidelines for Teachers of Sathan Sub -district Educational Network Center under Chiang Rai Primary Educational Service Area Office 4

Abstract

The objectives of this study were: 1) to examine the instructional circumstance of teachers in Sathan Sub-district Educational Network Center, and 2) to explore the instructional approach guidelines for teachers of Sathan Sub-district Educational Network Center. The research design employed quantitative and qualitative approach. The population was 15 participants that included director and teachers of Sathan Sub-district Educational Network Center. The results showed that: 1. The instructional circumstance of teachers in Sathan Sub-district Educational Network Center showed that, the teaching preparation aspect, the respondents mostly agreedthat there should be salary increase for contracted teachers. The micro teaching aspect indicated that there was no readiness check but this depended on available time of school administrators free to come and observed whether or not the teachers were qualified for teaching position. The teaching practicum aspect indicated that sometimes the school had excessive confidence on teachers’ quality that any teacher could teach. The follow-up aspect on coaching was that there was implementation of the follow-up results for instructional approach of the school. 2. The instructional approach guidelines for teachers of Sathan Sub-district Educational Network Center were proposed in 4 areas. 2.1 Readiness in coaching teacher: The school must examine the current situation and evaluation results on instructional administration of the school in order to gain the basic information for the decision on providing teaching assistance. Then, investigate problems in teaching performance of internship teachers in the school. Allow school personnel to share comments and suggestions on the needs of the teachers. Analyze and synthesize alternative means for solution to co-working problems among school personnel. 2.2 For teaching practice, it is necessary to arrange a meeting to clarify the teachers their teaching roles, and the teachers perform their teaching tasks as their assign rolessystematically and consistently. 3. For teaching practicum, it should have clear job manual for teachers and mentors about job description. The teacher manual must cover roles and duties, scope of teaching tasks. Before embarking on teaching, teachers must review the important points needed to teach, summarize, correct, and advise what to do and how to correct mistakes throughout their teaching practice. Describe or add to what is incomprehensible through counseling and describing the nature and key points in teaching job. Repeat the teaching until the teachers are confident in their teaching competence. 4. Follow-up the mentoring circumstance and problems in teaching by analyzing the important issues that arise from the mentoring of all personnel involved in the evaluation. Evaluation should be performed based on the workload against objectives and goals in order to determine success of mentoring. The results of evaluation should be reviewed for improving better teaching performance by meeting to explore solutions for problems and obstacles. Publish the outcome of teaching performance to disseminate to public for the benefits in formulating the development guidelines or teaching manual for future implementation.