The Development of a Coaching Model to Enhance Inclusive Special Education Management Competencies and Creative Thinking Skills in Schools within the Service Areas of Phranakhon Rajabhat University

Abstract

This research aimed to: (1) investigate the current problems and needs related to inclusive special education management; (2) develop a coaching model to enhance competencies in inclusive special education management and creative thinking skills; and (3) evaluate the effectiveness of the developed coaching model by comparing participants’ competencies and creative thinking skills before and after implementation. The study employed a Research and Development (R&D) approach integrated with mixed-methods research. The research process consisted of four phases: Analysis (R1), Development (D1), Implementation (R2), and Evaluation (D2). The participants comprised 30 mentor teachers and pre-service teachers majoring in Elementary Education at the College of Teacher Education, Phranakhon Rajabhat University, selected through purposive sampling, together with five experts who evaluated the developed model. Research instruments included an interview protocol, questionnaires, an inclusive special education management competency assessment, a creative thinking skills assessment, and focus group discussions. Quantitative data were analysed using mean, standard deviation, and t-test, while qualitative data were analysed using content analysis.

The findings revealed that: (1) mentor teachers and pre-service teachers had limitations in their knowledge and skills related to inclusive special education management and expressed a need for a professional development approach emphasising authentic practice; (2) the developed coaching model consisted of four major components: principles, objectives, a five-step coaching process, and evaluation. The overall appropriateness of the model was rated at the highest level (M = 4.61); and (3) following implementation of the coaching model, participants demonstrated statistically significant improvements in both inclusive special education management competencies and creative thinking skills at the .05 level. The mean competency score increased from 2.83 before implementation to 4.32 after implementation, while the mean creative thinking skills score increased from 2.85 to 4.31. Participants also reported the highest level of satisfaction with the coaching model (M = 4.71). The findings indicate that the developed coaching model can be practically implemented in educational settings to strengthen inclusive special education management competencies while promoting creative thinking skills among mentor teachers and pre-service teachers.