TY - JOUR AU - Sukgunya, Sompit AU - Polyiem, Titiworada PY - 2021/05/13 Y2 - 2024/03/28 TI - The Development of a Problem Based Learning Management Teacher Development Program for Schools under the Office of the Secondary Educational Service Area 28 JF - Academic Journal of Mahamakut Buddhist University Roi Et Campus JA - AJMBU VL - 10 IS - 2 SE - Research Article DO - UR - https://so01.tci-thaijo.org/index.php/AJMBU/article/view/246588 SP - ึ720-732 AB - <p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; The objectives of the research article were 1) to study the current condition Desirable conditions and necessities of problem-based learning management for educational institutions. 2) To develop a teacher development program in problem-based learning management for educational institutions. The samples were used in this research administrators and teachers under the Office of the Secondary Educational Service Area 28, total 352 people and 5 qualified experts. Research instruments Questionnaire, interview form, program suitability assessment questionnaire. The data were analyzed by a percentage, mean and standard deviation. Analyze the information from the interviews by ourselves. The analysis of the information summarizes the content, the focus is the essay.</p><p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp;The result of this research found that: 1. The current state of problem-based learning management found that overall was at a moderate level. And desirable condition, problem-based learning management was found that the overall level was at a high level. The essential needs of problem-based learning management were found to be in descending order: 1)knowledge synthesis, 2)understanding of the problem, 3)linkage and identification problems, 4)the implementation of studies and research, 5) the summary and evaluation of learning results. 2. Development of a teacher development program in problem-based learning management for educational institutions under the Office of the Secondary Educational Service Area 28. The program's components include 1)principles and reasons, 2)aims, 3)procedures, 4)development methods, 5)content, 6)evaluation. The development of a teacher development program in problem-based learning management for educational institutions consisted of 5 components, 26 indicators: 1)linkage and problem identification, 2)understanding&nbsp; of problems, 3)aspects of educational implementation research, 4)knowledge synthesis 5)summary and evaluation of learning outcomes. The results of assessing the appropriateness of the teacher development program development in problem-based learning management were found that the overall suitability was at the highest level.</p> ER -