Abstract

Active citizenship is essential for promoting democratic values and social cohesion in educational settings. The purpose of this research were to investigate and analyze empirical data to propose effective guidelines for cultivating active citizenship among secondary school teachers under Thailand’s Office of the Basic Education Commission (OBEC). The study involved 475 secondary school teachers and educational personnel, selected through stratified random sampling based on the number of schools in each educational service area. Data were collected using a five-point rating scale questionnaire, which achieved a high reliability coefficient of .985, indicating excellent internal consistency. Data analysis involved content analysis and confirmatory component analysis. Results revealed that active citizenship among secondary school teachers consisted of five primary components, nineteen sub-components, and seventy-five indicators. The confirmatory analysis indicated strong alignment between the proposed model and empirical data, with all primary components showing statistically significant standardized weight coefficients (p < .05). The most influential components were participation (β = 1.00), social responsibility and empathy (β = .99), respect (β = .96), and initiative in problem-solving (β = .89). Additionally, the model exhibited high explanatory power, with coefficient of determination (R²) values ranging from .80 to 1.00. The research recommends seven practical strategies to foster active citizenship among teachers: 1) Instilling democratic values and a sense of public consciousness, 2) Promoting participation in public life, 3) Implementing integrated, learner-centered education, 4) Fostering global citizenship, 5) Enhancing teacher development and the educational system, and 6) Applying ethical principles and promoting lifelong learning. These strategies offer practical pathways for educational administrators and policymakers aiming to enhance teachers’ roles as active citizens.

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