Abstract

This study aimed to evaluate the effectiveness of the teacher-researcher development project in Thailand’s deaf education using the CIPP model. The evaluation focused on the context, input, process, and product factors to assess the quality and impact of the training on teachers’ knowledge, abilities, and characteristics. The participants (n = 23) for context, input, and process evaluation include administrators, heads of academic departments, and teachers. The participants (n = 9) in product evaluation were teachers who participated in the project. The instruments include the evaluation forms for context, input, and process evaluation, a research knowledge test, a research ability assessment, and a research characteristic assessment. The study revealed that all evaluated factors—context, input, process, and product—were rated highly, indicating that the teacher-researcher development project met the expected quality. Teachers showed significant improvements in their knowledge, research abilities, and professional characteristics after participating in the project. This study provides additional evidence supporting the CIPP model as a reliable framework for evaluating educational projects, particularly in teacher development programs.

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