THE MODEL OF TEACHERS’ COMPETENCY DEVELOPMENT IN LEARNING MANAGEMENT FOR PRIMARY SCHOOLS IN NONGYAMA MUNICIPAL SCHOOL (MUNICIPAL SPORTS SCHOOL, ROI-ET)

Abstract

           The objective of this research article were 1) to observe the current circumstance, problem, and the demand of teachers’ competency development in learning management, 2) to create the model pattern of teacher’s competency development in learning management for primary schools in Nongyama Municipal School (Municipal Sports School, Roi-Et), and 3) to tryout this model pattern and assess its efficiency. The research process was typically based on research and development by using three groups of samples which included 38 school directors and teachers responded under Nongyama Municipal School (Municipal Sports School, Roi-Et), 15 experts in a focus group discussion, and 15 teachers of Municipal, Roi-Et. The data was collected by using questionnaires to observe the current circumstance, problem, and the demand of teacher’s competency development in learning management. Also, the memorandum of the focus group discussion, the model’s guideline, and the questionnaire of satisfaction were applied to conduct the data. The quantitative data analysis was then preceded by statistic, mean and standard deviation whereas the qualitative data was analyzed by using a content analysis.

           The research result was found that; 1. Teachers’ competency in learning management in general was in the moderate level, the problem of competency’s management and the demand of development were in the extremely high level. 2. The created model pattern of teacher’s competency development in learning management consists of three main parts. First, the competency in learning management which consist of: the course invention and development, the content of instruction, the learning arrangement emphasizing on students, the usage and development of information technology information, the assessment and evaluation of learning outcomes. Second, the model principles are as following: the development principle must reach the need of the participants and conform to school policy, the flexibility principle of the procedure, the participation principle of the participants and, the individual different. Third, there are five steps of development procedure. The first step is to make the demand of development. The second step is analyzing demand of competency development. The third step is the development design and plan. The fourth step is the execution following the development plan. Then the fifth step is to evaluate the developmental result. 3; After the trial of model pattern of teacher’s competency development in learning management, not only teachers have had higher level of competency in learning management but also the highest level of satisfaction towards the model of teacher’s competency development in learning management.