MANAGEMENT MODEL FOR ENHANCING THE CAPACITY OF TEACHERS IN ACTIVE LEARNING IN THE DIGITAL AGE AFFILIATED WITH THE SARABURI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Abstract

Abstract

      An Administrative Model for Enhancing Active Learning and Digital Tool

Competencies through Self-Directed Development Mechanisms of Teachers under the Office of Education Service Area in Saraburi Province Author: Watcharakorn Koeybanjong, Ph.D. Abstract This research aimed to: 1) study the levels of Active Learning and digital tool competencies among teachers; 2) develop an administrative model to enhance these competencies; and 3) evaluate the appropriateness and feasibility of the developed model. The sample consisted of 1,260 teachers under the Office of Education Service Area in Saraburi Province, selected through stratified random sampling. Research instruments included a competency assessment form (Reliability = 0.95) and a model evaluation form. Data were analyzed using descriptive statistics, including mean and standard deviation, and content analysis.

The findings revealed that: 1) the overall level of Active Learning and digital tool competencies among teachers in Saraburi Province was at a high level, with the highest mean score in Active Learning design; 2) the developed administrative model, titled the "APEE Model," consists of four key components: Planning, Self-Learning, Active Implementation, and Evaluation & Reflection, driven by self-directed development mechanisms; and 3) the experts' evaluation indicated that the model's appropriateness and feasibility were at the highest level. This model serves as a practical blueprint for transforming teachers into digital-age learning facilitators effectively.

Keywords: Educational Administration, Self-Development, Active Learning, Digital Tools, Saraburi Province