Abstract

The study aims to develop coaching and mentoring model, study the usage findings in the model and to evaluate the activity management in the model by surveying 100 participant teachers’ opinion, under jurisdiction of the office of Mah Sarakham Primary Educational Service Area 1, Thailand. The model consisted of 3 steps and 4 phases including planning, process for development consisted of 4 phases including: training for coaching and mentoring (C&M), sharing and learning together, coaching and mentoring.  In Phase 1, half of the teachers obtained comprehensive content, while in Phase 2, the teachers still lacked confidence in constructing the C&M system as well as professional learning community (PLC).  They had anxiety in constructing the video and wanted to develop this skill.  In phase 3 after follow up, the teachers had higher confidence. They had good attitude towards the construction for PLC, and were able to make plan in applying the C&M system in the classroom.  In addition, they were train on how to use the program.  The teachers shared their teaching experience as well as showed group leadership skills and shared value and vision in developing their teaching competency. Phase 4 found that there was propriety in teachers’ teaching competency in all of 4 dimensions including the classroom management, the knowledge, the teaching method, and the diagnosis. 

Key words:  Teacher development, coaching and mentoring, video tape, teaching competency, professional learning community.