TEACHER COMPETENCY DEVELOPING MODEL FOR IN INTEGRATED LEARNING MANAGEMENT BASED ON THE SUFFICIENCY ECONOMY PHILOSOPHY OF BAN KUNG KAM SCHOOL, 2021

Abstract

The objectives of this research were as follows: 1) to study basic information, current state and need in teachers’ capacity development in integrated learning management on the principles of sufficiency economy philosophy in Ban Kungkham School that the target group was purposively selected 8 teachers; 2) to create and develop the model of teachers’ capacity development in integrated learning management on the principles of sufficiency economy philosophy in Ban Kungkham School that the target group was purposively selected 9 experts to evaluate the suitability and feasibility of the model; 3) to test the teachers’ capacity development model in integrated learning management on the principles of sufficiency economy philosophy in Ban Kungkham school that the target group included purposively selected 8 teachers; and 4) to evaluate the teachers’ capacity development model in integrated learning management on the principles of sufficiency economy philosophy in Ban Kungkham school that the target group was purposively selected 8 teachers. The instruments used in this research included: a form for document and literature analysis; a form for checking components and indicators; a questionnaire; an interviewing form; a model efficiency check form; a test; a form for recording capacity assessment form; model evaluation form; and a satisfaction assessment form. The statistics used included percentage, means, standard deviation and qualitative data were used in content analysis. Findings of this research were as follows: 1.Regarding the capacity of teachers in integrated learning management on the principles of sufficiency economy philosophy in Ban Kungkham school, in current condition, the teachers had the overall main and line of work capacities at a high level; and the overall teachers’ need in capacity development in the two areas was at a high level. 2. The model of teachers’ capacity development in integrated learning management on the principles of sufficiency economy philosophy in Ban Kungkham school included 6 components which were suitable and feasible at a high level. 3. Knowledge and understanding of the teachers in integrated learning management on the principles of sufficiency economy philosophy was higher after than before the development with statistical significance at 0.05 level. The teachers had capacities in: designing the assessment for each learning unit; planning learning management; learning management; and mutual supervisory pairing at the highest level. 4. The overall teachers’ capacity development model in integrated learning management on the principles of sufficiency economy philosophy was feasible, useful, valid, and covered at the highest level and the teachers were satisfied with the model at the highest level.