Characteristics of Guidance Teachers in the 21st Century

Abstract

Background and Objectives: Guidance teachers in the 21st century play a crucial role in supporting students to cope with changes in education and society. Their role is not only to help students adapt, make decisions, and solve problems, but also to inspire them. They must work to develop students' full potential by using psychological skills and modern technology to meet the context of the world today. This study has two aims: (1) to identify essential characteristics of 21st-century guidance teachers and (2) to propose guidelines for their professional development.

Methodology: This study employed a qualitative approach. School administrators, distinguished guidance teachers, expert counselors, and parent representatives from outstanding secondary schools in Thailand’s western region were selected for participation. Data collection involved (1) case studies, (2) semi-structured interviews with key stakeholders, and (3) validation discussions. Thematic analysis was conducted to identify core characteristics and effective development strategies.

Main Results: The study found that 21st-century guidance teachers must demonstrate ethical integrity, uphold professional standards, and serve as facilitators in guiding students. They should possess expertise in psychology, counseling, and digital tools, enabling them to assess and address students’ diverse needs effectively. Additionally, they must exhibit strong interpersonal skills to foster trust and collaboration with students, parents, and educators. A guidance teacher’s personality plays an essential role in guiding effectiveness. Traits required include empathy, patience, listening and actively creating a supportive and motivating environment. Integrating these attributes ensures that guidance teachers can assist students in making informed decisions, adapt to challenges, and realize their full potential. Schools should promote professional development for guidance teachers, mentoring and networking opportunities to enhance these characteristics. Institutional support is crucial and includes the key performance indicators (KPIs), structured plans, and incentive programs for guidance teachers. Additionally, educational institutions should provide standardized training, clear job descriptions, handbooks, and access to essential resources. Teachers can continuously develop their skills and effectively contribute to student development by ensuring these support mechanisms and guidance.

Discussion: The findings highlight the need for continuous adaptation in guidance teacher training. Ethical integrity and professionalism ensure high-quality services, while technical skills address modern educational challenges. In addition, guidance teacher’s personality and interpersonal skills can enhance their trustworthiness and ability to collaborate with students. Schools and policymakers must recognize this evolving role and provide a strong support framework. However, barriers such as administrative workload, limited training, and inadequate resources must be addressed.

Conclusions: This study emphasizes the significance of guidance teachers in shaping student success. Strengthening their ethical, professional, and interpersonal competencies can maximize their effectiveness. The guidelines proposed within this study offer structured approaches that utilize institutional support and professional development to improve the efficacy of guidance teachers. Future research should explore these strategies across different educational levels to enhance guidance teacher effectiveness in various contexts. A well-trained guidance workforce will contribute to a more effective education system and a stronger society.