The Effects of Collaborative Research-Based Professional Coaching on the Professional Competence of Teachers and Educational Personnel: A Pilot Study in the Thai Context

Abstract

Educational professional competence must be developed through continuous practical work without separation
from regular work in order to achieve the goal of sustainable development. This research aimed to create a collaborative
professional coaching process based on research to develop the professional competence of teachers, school
administrators, and educational supervisors that affects the employability of basic education students in Loei Province.
The study investigated the efficiency, effectiveness of the coaching process and the results of coaching. A quasi-
experimental research methodology with a single group pre-test and post-test design was used to study 13 schools under
Loei PESAO 1-2 and SESAO Loei - Nong Bua Lamphu, in the academic year 2025. The data were collected by 39
teachers, 13 school administrators, 3 experts, and 3 educational supervisors. A total of 400 students in grades 4-12 were
selected using cluster random sampling. The research instruments consisted of assessment forms, checklists, and
questionnaires. Data were analyzed by using frequency, percentage, efficiency index, relative gain score, and One
Sample t-test. The research results revealed that the collaborative research-based professional coaching process focused
on developing teachers' professional competence through the support of administrators and educational supervisors in a
real-world research context, which was considered the first intervention: developing a spatial education program to
enhance students' employability. This process was conducted as the second continuous professional development
coaching cycle, which consisted of three steps: 1) identify, 2) learn, 3) improve, and the final results were: 1) teachers,
school administrators, and educational supervisors had professional competencies, and 2) students had essential
employment competencies. The results of the coaching process examination found that all components were appropriate,
exceeding the standard efficiency and effectiveness. This resulted in increased professional competencies in all three
professions, and the assessment results of students' employability were .01 significantly higher than the standard, with
high satisfaction in all groups