โปรแกรมพัฒนาครูเพื่อเสริมทักษะทางวัฒนธรรมแบบสันติวัฒนธรรมสำหรับครูมัธยมศึกษาแห่งหนึ่งในอำเภอสะเดา จังหวัดสงขลา A Teacher Development Program to Enhance Peaceful Cultural Skills for Secondary School Teachers in Sadao District, Songkhla Province

Abstract

This qualitative study employed a Research and Development (R&D) approach to develop a teacher development program aimed at enhancing cultural skills based on peaceful culture principles for secondary school teachers in Sadao District, Songkhla Province, Thailand. Nine secondary school teachers were purposively selected as participants. Research instruments included a training program, guided interview protocols, program evaluation forms, learning activity evaluation forms, and satisfaction questionnaires. Data were analyzed through content analysis and descriptive statistics.The study revealed that teachers encountered three primary challenges: inadequate knowledge and materials, limited confidence and practical skills, and time constraints coupled with heavy workloads, all hindering effective implementation of peaceful cultural practices. In response, a five-stage training program—the "Five C Process"—was developed, comprising: (1) Chuan Roo (Encourage Awareness), (2) Chom Mueang (Appreciate the Community), (3) Cheuam Satsadtha (Build Faith), (4) Chao Mueang (Engage Local People), and (5) Chuan Khit (Encourage Reflection). The program demonstrated high appropriateness and feasibility (M = 4.53, SD = 0.51). Results indicated that the program significantly enhanced teachers' peaceful cultural skills to a very high level (M = 4.83, SD = 0.63), with participants expressing very high satisfaction (M = 4.33, SD = 0.46). Guidelines for program expansion included cross-institutional application, establishment of teacher networks, policy-level advocacy, and integration of sustainability mechanisms.

This research demonstrates that community-based participatory approaches effectively enhance teachers' peaceful cultural competence by integrating local wisdom, cultural understanding, and collaborative reflection. The developed model provides a practical framework for promoting peaceful coexistence in multicultural educational contexts, particularly in culturally diverse regions such as southern Thailand.