UPSKILLING PROGRAM FOR PROFESSIONAL DEVELOPMENT OF FOREIGN TEACHERS AT SRIWITTAYAPAKNAM SCHOOL OF THAILAND

Abstract

This study evaluated the implementation and effectiveness of the Weekly Upskilling Program for foreign English teachers at Sriwittayapaknam School in Thailand. The program aimed to enhance professional development and improve instructional practices. Using a descriptive-correlational design, data were gathered from 30 foreign teachers through validated survey questionnaires based on the four levels of the Kirkpatrick Evaluation Model: reaction, learning, behavior, and results.

The findings indicated that the program was generally perceived as moderately implemented, with the reaction domain receiving the highest mean score (3.35), followed by learning (3.24), behavior (3.12), and results (2.89). Overall effectiveness was also rated as moderate (M = 3.36), although the reaction level was considered highly effective (3.61). Key strengths of the program included opportunities for open discussion, collegial support, and the sharing of teaching strategies. However, concerns were raised regarding limited time for application, lack of outcome tracking, and minimal effect on stress reduction.

A strong positive correlation was found between the level of implementation and perceived effectiveness (r = .917, p < .01). Moreover, teacher-related factors such as specialization and highest educational attainment were significantly associated with perceptions of both implementation and effectiveness, highlighting the influence of professional background on training outcomes.

These insights guided the development of an enhanced version of the upskilling program, aimed at addressing identified gaps while reinforcing successful elements to better support foreign teachers' professional growth.