Evaluating a professional and quality of life development program for beginning rural teachers in Thailand by Kirkpatrick’s Model

Authors

Keywords:

Kirkpatrick’s Model, Thailand, teacher professional development, teacher quality of life, beginning teachers, rural education

Abstract

Educational inequality in rural contexts requires professional development programs that address both teaching competencies and teachers’ quality of life. This study evaluated the Khruwattanawithi program for beginning rural teachers in Thailand using Kirkpatrick’s model. An explanatory sequential mixed-methods evaluation design was employed with 67 participants who completed surveys and semi-structured interviews. Quantitative results indicated consistently high ratings across all levels, with Reaction receiving the highest scores and Learning slightly lower, while Behaviour and Results showed strong evidence of training transfer and school-level impact. No significant differences were found across gender, field of study, school type, teaching assignment, or debt level, confirming the program’s broad applicability. Correlation analysis revealed significant positive associations among all levels, with the strongest link between Behaviour and Results, supporting the theoretical transfer chain. Qualitative evidence further demonstrated gains in digital literacy, classroom research, reflective practice, and systems thinking, which contributed to enhanced student engagement, school innovation, and professional advancement. The findings suggest that holistic, practice-oriented professional development integrating pedagogical competence and well-being support can promote teacher sustainability and educational equity in disadvantaged rural areas, offering insights for scaling similar initiatives in comparable contexts.

Author Biographies

Waraporn Erawan, Faculty of Education Mahasarakham University

Associate Professor Dr. Waraporn Erawan is a  Full-time Lecturer / Associate Professor with the Department of Educational Research and Development, Faculty of Education, Mahasarakham University, Thailand .
Areas of expertise include: Educational Research, Educational Measurement and Evaluation, psychometrics, and advanced quantitative methods. Advanced Educational Statistics (SEM, IRT, Generalizability Theory, Mixed Methods), Rural Teacher Development, Educational Program Evaluation, and Curriculum Design and Learning Outcomes (CLOs/PLOs).

Manit Asanok, Faculty of Education, Mahasarakham University

Dr. Manit Asanok is a Full-time Lecturer / Assistant Professor with the Department of Educational Technology and Communications, Faculty of Education, Mahasarakham University, Thailand.
Areas of expertise include: Educational Research, new digital technologies such as AI (Artificial Intelligence), ML ( Machine Learning), Robotics Education, IoT (Internet of Things), Instructional Design, and Teacher Professional Development.

Prawit Erawan, Office of the Education Council, Thailand

Associate Professor Dr. Prawit Erawan, Ed.D is the Secretary General at the Office of the Education Council (OEC), Thailand. Areas of Expertise include: Educational Research, Organizational Leadership and Administration, Educational Management in Remote and Rural Areas, Teacher Professional Development, and Rural Teacher Development.

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Published

18-02-2026

How to Cite

Erawan, W., Asanok, M., & Erawan, P. (2026). Evaluating a professional and quality of life development program for beginning rural teachers in Thailand by Kirkpatrick’s Model. Australian and International Journal of Rural Education, 1–23. Retrieved from https://journal.spera.asn.au/index.php/AIJRE/article/view/851

Issue

Online First

Section

JOURNAL PAPERS

License

Copyright (c) 2025 Waraporn Erawan, Manit Asanok, Prawit Erawan

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