Needs and Guidelines for Enhancing Learning and Life Goals Coaching Competency of Guidance Teachers in Schools under the Secondary Educational Service Area Office Khon Kaen

Abstract

The present study aimed to investigate the needs and guidelines for enhancing the learning and life goals coaching competency of guidance teachers in schools under the secondary educational service area office in Khon Kaen. The study is divided into 2 phases. Phase 1 involved a needs analysis of learning and life goals coaching competency among guidance teachers in schools. The sample consisted of 132 guidance teachers, selected through purposive sampling, and assessed using a 5-point Likert scale questionnaire to attribute competency, with a reliability coefficient of 0.991. The data were analyzed by using mean, standard deviation, and priority needs index. Phase 2 was the guidelines construction of enhancing learning and  life goals coaching competency of guidance teachers in schools under the secondary educational service area office KhonKaen divided into  5 steps; 1) studying schools where there is the best practicing, 2) drafting the guidelines of enhancing learning and life goals coaching competency, 3) verifying the guidelines of enhancing learning and  life goals coaching competency, 4) correction guidelines of enhancing learning and life goals coaching competency, and  5) evaluation the guidelines construction of enhancing learning and life goals coaching competency by using group discussion with 9 experts selected by purposive sampling. The instruments used were a survey form, an interview form assessing the current state of enhancing learning and life goals coaching competency, and a group discussion form, which were analyzed using descriptive analysis. The results of the study revealed that; 1) The results of needs analysis of learning and life goals coaching competency of guidance teachers in schools under the secondary educational service area office KhonKaen shown that the most needed was knowledge competency (PNI modified = 0.170), skill competency (PNI modified = 0.122), and attribute competency (PNI modified = 0.106) respectively. 2)  The results of developing the guidelines for enhancing learning and life goals coaching competency of guidance teachers in schools under the secondary educational service area office, Khon Kaen, revealed that there were 3 aspects: 10 guidelines; 1) knowledge competency consisted of 4 guidelines, 2) skill competency comprised of 3 guidelines, and 3) attribute competency consisted of 3 guidelines. All guidelines were evaluated for the possibility and feasibility, rated at the highest level. 

Keywords:  Needs, Learning, Coaching, Life Goals, Guidance Teachers, Competency