Evaluation of the Teacher Development Project for the Local Development Scholarship Program in Northern Thailand

Abstract

This mixed-method study aimed to evaluate the Teacher Development Project for Local Development (TDPLD) program in northern Thailand from 2016-2020. The aspects of evaluation included outputs, outcomes, and impacts in various dimensions. Ten groups of 3,041 individuals were identified for sampling using voluntary selection, purposive sampling, and snowball sampling techniques. Qualitative research methods were used on 702 participants, while quantitative means were employed on 2,339 informants. The results revealed that before entering the TDPLD development course, individuals exhibited a high level of competency in local development. Further analysis also showed that during each participant’s induction period (the period before employment as a teacher), they gained the necessary knowledge that could be used to create tangible learner development. Unfortunately, promises of hometown teaching assignments were sometimes not kept. A common thread throughout the study was the need for English language skills preparation and funding. The study contributes significantly to the literature because it is one of Southeast Asia’s most extensive teacher development studies ever undertaken.