Abstract

This research aimed to develop a competency enhancement program for childcare teachers under local administrative organizations in Northeastern Thailand. The study employed a research and development methodology and was conducted in four phases. The statistics for data analysis included percentage, mean, standard deviation, and the modified Priority Needs Index (PNI_modified). Phase 1 identified six core competency components and 23 indicators through expert validation. Phase 2 assessed the current and desirable competency levels as well as priority needs, using a survey of 734 participants. The results indicated that five components were rated at a high level, with one at a moderate level, while all the components were rated at the highest level in the desirable state. The most urgent need was in the area of educational collaboration and partnerships. In Phase 3, a program was developed, comprising six modules: 1) learning management, 2) classroom management, 3) appropriate measurement and evaluation, 4) media, innovation, and information technology, 5) educational collaboration and partnership network, and 6) personal and professional development. The experts confirmed the program’s relevance, feasibility, and utility. Phase 4 evaluated the program’s implementation through workshops, field trips, and on-the-job training involving 10 volunteer teachers. The findings showed that the program effectively enhanced competencies, especially in educational collaboration and partnership networks. The participants expressed the highest satisfaction with the program’s usability and content. Furthermore, reflective feedback from center administrators confirmed the improvement across learning, behavior, outcomes, and reactions. Overall, the program was found to be a practical and effective tool for enhancing childcare teacher competencies and can serve as a model for early childhood education personnel development within local administration contexts.

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