The Approaches for Developing Teacher’s Mediation Skills of Suankularb Wittayalai School and Suankularb Wittayalai Affiliated Schools

Abstract

This research article aimed to 1) study the priority needs for developing mediation skills of teachers at Suankularb Wittayalai School and schools affiliated with Suankularb Wittayalai School, and 2) study methods for developing mediation skills of teachers at Suankularb Wittayalai School and schools affiliated with Suankularb Wittayalai School. Descriptive research was employed. The population providing the data consisted of 221 school directors, deputy directors, grade-level heads, and homeroom teachers from schools affiliated with Suankularb Wittayalai School. The research instrument was a questionnaire with a reliability coefficient of 0.979. The statistics used were frequency, percentage, mean, standard deviation, and Priority Needs Index analysis (PNI_modified). The research findings revealed that: 1)
the overall priority need for developing mediation skills of teachers at Suankularb Wittayalai School and schools affiliated with Suankularb Wittayalai School was 0.374 (PNI_modified = 0.374). When considering each component, mediation process management had the highest priority need (PNI_modified = 0.384), followed by neutrality and emotional management for building trust (PNI_modified = 0.380), constructive communication and collaborative decision-making (PNImodified = 0.377), while analytical thinking and systematic problem-solving had the lowest priority need (PNI_modified = 0.353); and 2)
the methods for developing mediation skills consisted of mediation process management through teacher development by coaching, consultation, and learning from professional roles; constructive communication and collaborative decision-making through teacher development by coaching, consultation, and learning from professional roles; and neutrality and emotional management for building trust through teacher development by reflection and learning from actual practice.