PROBLEMS AND NEEDS FOR DEVELOPING THAI LANGUAGE TEACHERS’ COLLECTIVE TEACHER EFFICACY: A CASE STUDY OF AN INTERNATIONAL SCHOOL

Abstract

          This research aims to examine the challenges and needs associated with developing the process for enhancing collective teacher efficacy among Thai language teachers at an International School. Employing qualitative research methods and a case study approach, this study focuses on Berkeley International School, using purposive sampling to select one administrator and four Thai language teachers as participants. Data sources included personnel, documents, and observations. Research tools comprised semi-structured interviews for in-depth data collection and content analysis to analyze and categorize findings from documents and observations.

The research findings suggest the need to address several key developmental areas based on the concept of collective teacher efficacy: 1) Empowered Teachers: Thai language teachers require increased decision-making power in managing the Thai language curriculum, emphasizing the need for their participation and opinion in scheduling and curriculum decisions. 2) Embedded Reflective Practices: There is a lack of adequate feedback mechanisms for Thai language teachers, highlighting the necessity for a formal and continuous system of observation. 3) Cohesive Teacher Knowledge: Teachers employ diverse instructional techniques, with no consensus on the most effective methods. 4) Goal Consensus: There is a lack of clear goal-setting and communication of these objectives among Thai language teachers at the school. 5) Supportive Leadership: While teachers are entrusted with instructional management, they seek more supportive guidance and expertise from administrators familiar with Thai language pedagogy.