Analysis of Opinions and Guidelines for Online English Teaching to Enhance Teaching Quality and Lecturer Overall well-being at a Public University in Chonburi

Abstract

This research aimed to (1) examine the relationship between factors affecting teaching quality and lecturer well-being at public universities in Chonburi province, and to prioritize needs using the Modified Priority Need Index (PNI_modified), and (2) identify relationship patterns in online teaching management that enhance teaching quality and lecturer well-being through association rule mining. The findings indicate that at the individual level, the highest needs were for allocated time for teaching and rest in a balanced way (PNI_modified = 0.512), as well as appropriate ways to manage stress (0.487). At the institutional community level, the greatest need was for mental health counseling and support from peers, supervisors, or relevant departments (0.461), followed by organized learning exchange activities (Community of Practice) to promote well-being and share online teaching methods (0.454). At the institutional level, the highest priorities were establishing a unit that provides counseling and support for lecturers in online teaching (0.691), and developing a policy or plan to support the overall well-being of online lecturers (0.655). Association analysis further corroborates that lack of mentoring and insufficient training are linked to lecturer stress (Lift = 1.42; Confidence = 82%). Meanwhile, absence of CoPs together with instructional-design difficulties is associated with 1.42; Confidence = 82%). Meanwhile, absence of CoPs together with instructional-design difficulties is associated with deteriorating mental health (Lift = 1.37; Confidence = 77%). Therefore, an online mentoring system should be organized, and a stress management program should be designed to take care the overall well-being of the lecturers. This will help enhance teaching quality and elevate the learning experience for students in the 21^st century.