THE GUIDELINE FOR PROMOTING ACTIVE LEARNING MANAGEMENT FOR TEACHER UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE BUENG KAN

Abstract

Abstract

         This research aimed to 1) study the actual state, desirable conditions, and needs regarding teachers' active learning management, and 2) explore approaches to promoting teachers' active learning management. This descriptive research involved a sample of 278 school administrators and teachers determined by Krejcie and Morgan's table using stratified random sampling based on school size. Phase 1 collected quantitative data through a questionnaire with a reliability of 0.990, analyzed data using statistics and ranking of needs. Phase 2 gathered qualitative data through semi-structured interviews with a purposively selected target group of 5 people to identify approaches for promoting active learning management among teachers.

         The findings revealed that the actual state was at a high level, with the "measuring and evaluating learning for student development" aspect having the highest mean. The desirable state was at the highest level, with the "designing active learning" aspect yielding the highest mean. Regarding needs, the "using and developing media, innovations, and technology for learning" aspect had the highest need. Approaches for promoting active learning management among teachers were: 1) encouraging classroom research, training, and supporting professional learning communities; 2) supporting independent study courses and developing teachers' openness to student opinions; 3) providing budget, equipment, facilities, and internet installation; and 4) promoting diverse teaching methods and tools, and encouraging teachers to implement quality management cycles.