A Model of Teacher Development in Active Learning Management Under Khon Kaen Primary Educational Service Area Office 2

Abstract

This article aimed to 1) To study the component, current conditions, desirable conditions, and necessities of Teacher Development in Active Learning Management, 2) To develop and assess the suitability of A Model of Teacher Development in Active Learning Management and 3) To assess the feasibility and utility of A Model of Teacher Development in Active Learning Management. The research was divided into three phases: Phase 1 focused on studying the component, current conditions, desirable conditions, necessities, and guidelines of Teacher Development in Active Learning Management. The samples consisted of 302 school administrators and teachers selected using stratified random sampling. The research tool utilized was questionnaires. The informants comprised three schools, with one administrator and one teacher selected from each school, totaling six participants chosen through purposive sampling. The research tools included questionnaires and semi-structured interviews. Phase 2 focused to develop and assess the suitability of a Model of Teacher Development in Active Learning Management. The informants were seven experts selected via purposive sampling, who participated in focus group discussions. The research tool used was appropriateness assessment forms. Phase 3 focused on assessing the feasibility and utility of a Model of Teacher Development in Active Learning Management. The informants comprised 17 educational institution administrators and teachers selected through purposive sampling. Feasibility and utility assessment forms served as the research tools. Statistical methods used for data analysis included percentages, averages, standard deviations, Priority Needs Index, Discrimination Index, and Reliability Index.

The Research found that

 1) the study of current conditions yielded a medium average ( 𝑥̅= 3.43), while desirable conditions resulted in the highest average ( 𝑥̅= 4.62). In terms of the necessities of A Model of Teacher Development in Active Learning Management, the descending order is as follows: 1) Learning design section (PNI_modified = 0.379) 2) Learning Management through the process of thinking and doing section (PNI_modified = 0.345)  3) Using and developing innovative media technology for learning section (PNI_modified = 0.338)and 4) Measuring and evaluating learning outcomes according to actual conditions section (PNImodified = 0.328) respectively.

2) A Model of Teacher Development in Active Learning Management consisted of 4 elements: 1) Principles 2) Objectives 3) Content consisted of 4 learning segment: Unit 1: Learning design, Unit 2: Learning Management through the process of thinking and doing, Unit 3: Using and developing innovative media technology for learning, Unit 4: Measuring and evaluating learning outcomes according to actual conditions and 4) evaluation assessment results on suitability at the highest level (𝑥̅ = 4.82).

3) The assessment of the suitability, feasibility, and utility of A Model of Teacher Development in Active Learning Management resulted in the highest level of suitability with an average of 4.82, feasibility with an average of 4.79, and utility with an average of 4.88.