THE SILENT CRISIS IN EDUCATION: OVERLOOKED ISSUES RELATED TO TEACHERS’ SOCIAL AND EMOTIONAL COMPETENCIES IN THE THAI CONTEXT
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Abstract
Amid the accelerating pace of technological advancement and rising expectations on student performance, teachers in Thailand are increasingly burdened by societal and educational systemic pressures. This is a qualitative research. Research data were collected via in-depth interviews with seven purposively selected experts involved in teacher development and social and emotional competencies, who possess knowledge and expertise in teacher development and have continuously driven the development of teachers’ social and emotional competencies. The research findings, derived from content analysis and thematic analysis, revealed five key issues: Excessive workload beyond instructional duties, student behavior shaped by digital immersion (i.e. the “head-down” society), heightened parental expectations, pervasive societal myths and stereotypes, and internal factors related to teachers’ beliefs, attitudes, and personal life histories. The findings emphasize the urgent need for targeted national policies and institutional efforts to foster teachers’ social and emotional competencies, which are critical for supporting teacher well-being and promoting sustainable educational and societal development in Thailand.
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