Training of Lead Guidance Teachers via Google Classroom in Schools under Ubon Ratchathani Primary Educational Service Area Office 1: A Mixed-Methods Research

Abstract

This research aimed to 1) compare satisfaction levels by gender and position of teachers toward the core guidance teacher training program through Google Classroom, and 2) examine the developmental needs of core guidance teachers. A mixed-methods research approach was employed. Quantitative data were collected from 121 participating teachers and analyzed using descriptive statistics including frequency, percentage, mean, and standard deviation, as well as inferential statistics using t-tests to compare differences between genders and positions. Qualitative data were gathered through focus group discussions with six teachers who did not major in guidance and counseling, comprising three male and three female teachers. Content analysis was used for qualitative data analysis. The findings revealed that overall satisfaction with the training was at a high level (M = 4.43). Teachers expressed the highest satisfaction with content (M = 4.48), followed by instructors (M = 4.44), systems and technology (M = 4.43), and post-training application (M = 4.35). Gender comparison showed that female teachers had significantly higher satisfaction than male teachers in training content and instructors (p < 0.05). Position comparison revealed no significant differences. Focus group discussions indicated that teachers had developmental needs in both content and training format. They expressed interest in additional content on student mental health care, guidance for students with special needs, and guidance in the digital era, which would be beneficial for developing teachers appropriately and meeting the needs of guidance teachers in the future.