A Model of Teacher Development to Enhance Ability in Learning Management for Fostering Students’ Learning Transfer

Abstract

This study aimed to 1) develop a teacher development model to enhance teachers’ ability in learning management for fostering students’ learning transfer, and 2) examine the effects of implementing the developed model. The research was conducted in four phases: 1) analysis of contextual and theoretical foundations, 2) model design and development, 3) model implementation, and 4) model evaluation. The teacher sample consisted of 15 volunteer teachers from primary and secondary schools during the 2024 academic year under Phra Nakhon Si Ayutthaya Primary Educational Service Area Offices 1 and 2, and the Secondary Educational Service Area Office, selected through multi-stage random sampling. The student sample included 376 students who were taught by the 15 participating teachers. The research instruments included a knowledge test, a learning management plan evaluation form, a learning activity implementation assessment form, a self-efficacy scale, a satisfaction questionnaire, after-action reflection records, and interview records. Data were analyzed using percentage, mean, standard deviation, dependent-samples t-test, and one-sample t-test. Qualitative data were analyzed using content analysis.

The findings revealed that

1. The teacher development model to enhance teachers’ ability in learning management for fostering students’ learning transfer comprised seven components: 1) background and significance, 2) foundational concepts and theories, 3) principles, 4) objectives, 5) content, 6) development process, and 7) measurement and evaluation. The development process included four stages: Stage 1: Stimulating a growth mindset to initiate change; Stage 2: Enhancing knowledge and self-efficacy in learning management; Stage 3: Classroom instructional practice through collaborative lesson development and cognitive coaching through a professional learning community; and Stage 4: Knowledge sharing for professional development. Expert evaluation indicated that the model was appropriate at the highest level.

2. The results of the implementation showed that:
2.1 Teachers who participated in the model demonstrated significantly higher knowledge and understanding of learning management for fostering students’ learning transfer after participation than before participation, and exceeded the 70% criterion at the .01 level of statistical significance.
2.2 Teachers demonstrated significantly higher ability in designing and writing learning management plans for fostering students’ learning transfer, exceeding the 70% criterion at the .01 level.
2.3 Teachers demonstrated significantly higher ability in implementing learning activities to foster students’ learning transfer, exceeding the 70% criterion at the .01 level.
2.4 Teachers’ self-efficacy in learning management for fostering students’ learning transfer significantly increased after participation at the .01 level.
2.5 Teachers reported the highest level of satisfaction with participation in the model-based activities.
2.6 Students taught by teachers who participated in the development process demonstrated a high level of learning transfer ability.
2.7 The effectiveness index of learning activities implemented by participating teachers exceeded .50 (more than 50%) for all teachers, meeting the established criterion. This indicates that students taught by these teachers showed improvement in academic achievement, with gains exceeding .50 (more than 50%).