APPROACH FOR SMALL-SIZED PRIMARY SCHOOL TEACHER IN CENTRAL VICINITY PROVINCES BASED ON THE CONCEPT OF ACTION LEARNING AND INTEGRATED LEARNING MANAGEMENT

Abstract

The purposes of this research were: 1) to study the current and desirable states of small-sized primary school teacher development in central vicinity provinces based on the concept of action learning and integrated learning management; 2) to analyze the need of small-sized primary school teacher development; 3) to propose the approaches for small-sized primary school teacher development. The research method was descriptive research. The population of this research were 178 small-sized primary schools under the Office of the Basic Education Commission. The sample of this research were 123 small-sized primary schools. The informants were 123 principals and 249 teachers, totaling 351. The research instrument were questionnaire and assessment tools. The frequency, percentage, mean, standard deviation, priority need index, mode and content analysis were used for data analysis.
The research findings showed that 1) the current and desirable states of small-sized primary school teacher development in central vicinity provinces based on the concept of action learning and integrated learning management in overall were at a high level and highest level respectively (the current state = 4.015, SD = 0.749 the desirable state = 4.602, SD = 0.583) 2) the need of small-sized primary school teacher development was Evaluation the Personnel Development Program (PNImodified = 0.146) 3) the approaches for small-sized primary school teacher development in central vicinity provinces based on the concept of action learning and integrated learning management consisted of 5 approaches: 1) to develop teachers for improving student academic achievement about critical thinking, discussion and problem solving; 2) to develop teachers for enhancing their ability to reflect about student academic achievement; 3) to develop teachers for enhancing their ability to integrate learning management by emphasizing giving direct experience to student for improving student academic achievement; 4) to rectify evaluation of the personnel development program by emphasizing evaluation in 3 types; 5) to rectify implementation of the development program about integrating learning management that supports students to collaborate in group for improving their academic achievement.