THE STRATEGIES FOR THE DEVELOPMENT OF TEACHERS’ LEARNING MANAGEMENT COMPETENCIES FOR SCHOOL SUSTAINABILITY IN PRIVATE PRIMARY SCHOOLS UNDER THE OFFICE OF THE PRIVATE EDUCATION COMMISSION, NAKHON RATCHASIMA PROVINCE

Abstract

This research article aimed to: (1) investigate the fundamental conditions of teachers’ learning management competencies for sustainability in private primary schools under the Office of the Private Education Commission in Nakhon Ratchasima Province; (2) develop strategies for enhancing teachers’ learning management competencies for sustainability in these schools; and (3) evaluate the proposed development strategies. A mixed-methods research design was employed. The sample consisted of 70 private primary schools under the Office of the Private Education Commission in Nakhon Ratchasima Province in the academic year 2025, selected through stratified random sampling. The key informants included one school administrator and one academic teacher from each school. The research instrument was a questionnaire. Data were analyzed using descriptive statistics, including mean and standard deviation.

The findings revealed that:

          (1) The components of teachers’ learning management competencies for sustainability in private primary schools consisted of five components: knowledge competency, systems thinking competency, collaboration competency, critical thinking competency, and anticipatory competency.

The current state of teachers’ learning management competencies for sustainability in private primary schools under the Office of the Private Education Commission in Nakhon Ratchasima Province was, overall, at a moderate level    (x̄ = 2.86, SD = 0.72). In contrast, the desirable state of these competencies was, overall, at a high level (x̄ = 4.51, SD = 0.52).

          (2) The development strategies for enhancing teachers’ learning management competencies for sustainability consisted of five main strategies, fifteen sub-strategies, and five projects/activities with success indicators.

          (3) The evaluation results indicated that the strategies were rated at the highest level in terms of appropriateness (x̄ = 4.73, SD = 0.46) and feasibility (x̄ = 4.72, SD = 0.45).