Research Proposal Teacher Secondary in Thailand Bangkok – Free Word Template Download with AI

The educational landscape of Thailand, particularly within the bustling metropolis of Bangkok, faces critical challenges in sustaining high-quality secondary education. As the nation advances its educational reforms under the National Education Act B.E. 2560 (2017) and the new Basic Education Curriculum B.E. 2562 (2019), secondary school teachers—often referred to as "Teacher Secondary" in local administrative contexts—remain central to achieving learning outcomes aligned with global standards. However, Bangkok's unique urban environment, characterized by rapid population growth, socioeconomic diversity, and high student-to-teacher ratios (averaging 1:35 across public secondary schools), exacerbates pressures on educators. This research proposal addresses the urgent need to investigate and develop context-specific professional development (PD) models for Teacher Secondary in Bangkok, where teacher retention rates have declined by 12% since 2020 (Thailand Ministry of Education, 2023). With Thailand's strategic goal to become a high-income economy by 2037 hinging on educational excellence, this study is both timely and essential for the Bangkok education ecosystem.

Current teacher professional development in Bangkok secondary schools remains largely fragmented, top-down, and disconnected from the daily realities faced by Teacher Secondary. Existing PD initiatives (e.g., MOE’s "Teacher Excellence Program") often fail to address critical local pain points: urban classroom overcrowding, diverse student needs (including migrant children and low-income households), digital literacy gaps post-pandemic, and inadequate mentoring systems. A 2023 survey by the Institute of Educational Research at Chulalongkorn University revealed that 68% of Bangkok secondary teachers reported "low relevance" in PD activities to their actual classroom challenges. Consequently, teacher burnout rates in Bangkok have risen to 41%, significantly above the national average (35%), directly impacting student performance and school stability. Without evidence-based interventions tailored for Thailand's urban secondary context, the quality of education will continue to stagnate despite national policy efforts.

Global research underscores that effective teacher PD must be context-specific, collaborative, and sustained (Darling-Hammond et al., 2017). In Thailand, studies by the National Institute of Development Administration (NIDA) highlight that PD models successful in rural areas often fail in urban settings due to differences in resource access and administrative complexity. Recent Bangkok-specific work by Srisawasdi (2022) identified "cultural mismatch" as a key barrier—PD content rarely incorporates Thai pedagogical values like *sakon* (respect for teachers) or localized student engagement strategies. Furthermore, the 2023 Thailand Education Policy Review noted that Bangkok’s teacher PD lacks integration with technology-enhanced learning (TEL), despite 85% of schools having digital infrastructure. This research bridges gaps in literature by focusing explicitly on *Teacher Secondary* in Bangkok as an operational entity within Thailand’s educational governance framework.

1. To identify the most pressing professional development needs of secondary school teachers across Bangkok's public and private institutions (focusing on curriculum implementation, classroom management, and digital pedagogy).
2. To co-design a scalable, context-responsive PD framework with Teacher Secondary stakeholders in Bangkok, incorporating Thai educational values and urban challenges.
3. To evaluate the impact of the proposed framework on teacher retention rates and student outcomes within a 12-month pilot in 15 Bangkok schools.

This mixed-methods study employs a sequential explanatory design across three phases over 18 months:

Phase 1: Needs Assessment (Months 1-4)

Conduct focus groups (n=45) and surveys (n=600) with Teacher Secondary from Bangkok's diverse schools (urban, suburban, high/low-income zones). Use a modified Delphi technique to prioritize PD needs based on MOE’s 2023 competency framework for secondary teachers.

Phase 2: Framework Co-Design (Months 5-9)

Collaborate with Bangkok's Regional Office of Education (ROE) Districts, school principals, and Teacher Secondary to develop a modular PD program. The framework will integrate:

• Thailand’s "21st-Century Learning" guidelines
• Urban-specific case studies (e.g., managing multilingual classrooms)
• A blended learning model (online modules + peer coaching)

Phase 3: Pilot Implementation & Evaluation (Months 10-18)

Implement the framework in 15 Bangkok schools. Measure impact using:

• Quantitative: Teacher retention rates, pre/post PD assessments
• Qualitative: Student feedback on classroom engagement, principal interviews

This research directly supports Thailand’s "Thailand 4.0" strategy by building human capital for a knowledge-based economy. For Bangkok—a city housing over 50% of Thailand’s secondary students—the outcomes will provide a replicable blueprint for urban teacher development across the nation. By centering the voice of Teacher Secondary, not just administrators or policymakers, this study addresses Thailand’s specific challenge: ensuring that education reforms reach the classroom level where they matter most. The proposed framework will also align with Bangkok Metropolitan Administration (BMA)’s 2023 Urban Education Agenda, which prioritizes "teacher well-being as a foundation for student success."

Full ethical approval will be secured from Thammasat University’s IRB. Participation is voluntary, with data anonymized per Thailand’s Personal Data Protection Act B.E. 2562 (2019). Findings will be shared via:

• MOE workshops for Bangkok school leaders
• A dedicated Thai-language PD toolkit for Teacher Secondary
• Peer-reviewed publications in journals like *Asian Journal of Education and Development*

We anticipate a 25% reduction in teacher turnover rates within pilot schools, alongside measurable gains in student engagement (based on MOE’s Student Learning Assessment). Crucially, the project will generate Thailand’s first comprehensive evidence base for urban secondary teacher development, directly informing the Ministry of Education's next iteration of the "Teacher Development Standards" policy. For Bangkok—a city where educational quality directly influences economic competitiveness—the study offers actionable pathways to retain and empower Teacher Secondary as catalysts for systemic improvement.

The success of Thailand’s education vision hinges on the capacity of its secondary school teachers. In Bangkok, where urban complexities amplify educational challenges, a research-driven approach to Teacher Secondary professional development is not merely beneficial—it is imperative. This Research Proposal outlines a rigorous, culturally attuned methodology to transform how Teacher Secondary in Thailand Bangkok are supported, ultimately fostering classrooms where every student can thrive within the nation’s ambitious educational future.

⬇️ Download as DOCX Edit online as DOCX