GUIDELINES FOR THE DEVELOPMENT OF TEACHER COMPETENCIES IN ACTIVE LEARNING AT ANUBAN WIANG CHAI SCHOOL UNDER THE CHIANG RAI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Abstract

This research aimed to 1) examine the current conditions, desirable conditions, and priority needs of teachers’ competency in active learning management, 2) investigate key factors affecting the development of teachers’ competency in active learning management, and 3) propose guidelines for developing teachers’ competency in active learning management at Anuban Wiangchai School under Chiang Rai Primary Educational Service Area Office 1. The study employed a mixed-methods design conducted in three phases. Phase 1 involved 16 key informants, Phase 2 involved 16 key informants, and Phase 3 included 12 participants comprising school administrators, teachers, stakeholders, and experts.          The research instruments consisted of a five-point rating scale questionnaire, semi-structured interviews, and focus group discussions. The instruments demonstrated acceptable content validity with an Index of Item-Objective Congruence (IOC) ranging from 0.67 to 1.00 and a reliability coefficient of 0.89. Quantitative data were analyzed using frequency, percentage, mean, standard deviation, and the Priority Needs Index (PNI). Qualitative data were analyzed through content analysis and summarized to support the interpretation of the findings.

The findings revealed that: 1) The current level of teachers’ competency in active learning management at Anuban Wiangchai School was overall at a high level, particularly in active learning activities and instructional design and planning, while the desirable level was at the highest level, especially in instructional design and planning and in the use and development of instructional media, innovation, and technology. 2) The Key factors influencing competency development included personal factors, professional and job-related factors, organizational and social factors, policy and administrative factors, and technological and innovation factors, with personal factors and policy-related factors playing the most significant roles. 3) The proposed development guidelines should follow a systematic four-step process covering six competency aspects. The Priority Needs Index indicated that the use of learning resources, community, and learning networks was the highest priority, followed by the use and development of instructional media, innovation, and technology, and the creation of supportive learning environments.