The purposes of this research were 1) to study the factors of teacher empowerment in educational institution 2) to study the guideline of teacher empowerment in educational institution 3) to suggest the paradigm of teacher empowerment in educational institution in multiple cases study of Nakhon Ratchasima Province, Thailand. The key informaion consisted of 5 experts in educational institution, There were the director of private school, school director of primary under the Educational Service Area Office, the school director of Secondary Educational Service Area Office, the director of Office of the Non-Formal and Informal Education, and the director of Bureau of Special Education Administration. All of samples were purposive selected. Interviewing form and behavior observation form were used to research instrument.
The results of the research can be summarized as follows:
1) The factors of teacher empowerment were: leadership of director,
interpersonal relationship, participation, working awareness, and organizational commitment.
2) The guideline of teacher empowerment were: using leadership to involve
relationship, making friendship, teamwork, respect, working comprehension, developing skills for working, boosting morale, and work tracking.
3) The paradigm of teacher empowerment in educational institution were:
P – Planning with participation, making awareness and satisfaction for working, developing skills for working, resource mobilization, work assignment.
D - Accepts responsibility, keep boosting morale, making good interpersonal and co-ordination skills, and supporting a high degree of teamwork.
C – Making supervision, knowledge sharing with participation, and advice for work developing.
D – Participate in lesson learned processing; analyze results and data for improving achievement.
Suriya Hungkhunthod, Nakon Ratchasima Rajabhat University, Thailand
Stream: Educational policy
This paper is part of the ACEID2020 Conference Proceedings (View)
View / Download the full paper in a new tab/window