Abstract

Amid rapid social change, teacher self-development has become essential. High-quality teaching, exemplary behavior, and professional responsibilities play a crucial role in enhancing student learning. This study aimed to analyze the causal factors influencing self-development needs according to professional teaching standards in private schools and to explore effective self-development approaches.A mixed-methods research design with a FOLLOW-UP Explanatory Sequential Design was employed. The sample comprised 412 private school teachers in Thailand, selected through two-stage random sampling, along with nine key informants. Data were collected using a questionnaire and interview guidelines, and analyzed with LISREL 8.72 and content analysis.The findings indicated that the causal model of self-development needs aligned with empirical data, with attitudinal factors (MIND) exerting the strongest direct influence (0.710). Regarding self-development approaches, teachers should be encouraged to recognize the importance of change, adopt school-based development, follow the PDCR cycle, and implement Professional Learning Communities (PLC). Case studies should support teachers in designing development strategies focused on student reinforcement, managing classrooms in both online and on-site settings, and fostering teacher-parent collaboration. Additionally, both online and offline technologies should be utilized for training to enhance technological proficiency. This study provides essential insights into the self-development needs of private school teachers, highlighting key influencing factors and strategies to support their professional growth.

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