Evaluating a professional and quality of life development program for beginning rural teachers in Thailand by Kirkpatrick’s Model

Information from the abstract

Educational inequality in rural contexts requires professional development programs that address both teaching competencies and teachers’ quality of life. This study evaluated the Khruwattanawithi program for beginning rural teachers in Thailand using Kirkpatrick’s model. An explanatory sequential mixed-methods evaluation design was employed with 67 participants who completed surveys and semi-structured interviews. Quantitative results indicated consistently high ratings across all levels, with Reaction receiving the highest scores and Learning slightly lower, while Behaviour and Results showed strong evidence of training transfer and school-level impact. No significant differences were found across gender, field of study, school type, teaching assignment, or debt level, confirming the program’s broad applicability. Correlation analysis revealed significant positive associations among all levels, with the strongest link between Behaviour and Results, supporting the theoretical transfer chain. Qualitative evidence further demonstrated gains in digital literacy, classroom research, reflective practice, and systems thinking, which contributed to enhanced student engagement, school innovation, and professional advancement. The findings suggest that holistic, practice-oriented professional development integrating pedagogical competence and well-being support can promote teacher sustainability and educational equity in disadvantaged rural areas, offering insights for scaling similar initiatives in comparable contexts.

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Related topics: Global Educational Policies and Reforms · Teacher Education and Leadership Studies · Diverse Educational Innovations Studies