การพัฒนารูปแบบการบริหารงานวิชาการ ตามระบบให้คำปรึกษาชี้แนะ เพื่อเสริมสร้างการจัดการเรียนรู้เชิงรุกของครูที่ส่งเสริมทักษะ ด้านการคิดของผู้เรียน โรงเรียนหนองห้างฉวีวิทย์ Developing an Academic Management Model Based on a Mentoring System to Enhance Teachers' Active Learning, Promoting Students' Thinking Skills Nong Hang Chawi Wit School

Abstract

          This research aimed to: (1) study the components and develop an academic administration model based on a coaching and mentoring system to enhance teachers’ active learning management that promotes students’ thinking skills at Nonghangchawee Wit School; (2) construct a model for strengthening teachers’ active learning management; (3) implement the developed academic administration model; and (4) evaluate and refine the model. The research procedures were conducted in three phases: (1) studying fundamental data, synthesizing components, and developing the model; (2) implementing the model; and (3) evaluating and revising the model. The sample group consisted of 5 experts, 16 teachers, and related stakeholders, totaling 22 participants. The research instruments included interview forms, appropriateness and feasibility assessment forms, and pre–post training tests. Data were analyzed using mean, standard deviation, effectiveness index, and t-test.

The findings revealed that: (1) the developed academic administration model comprised six components: objectives, principles and concepts, work system and mechanisms, operational procedures, evaluation guidelines, and success conditions; (2) the model for enhancing teachers’ active learning management was driven by organizational management and supervisory processes; (3) after implementing the model, teachers’ knowledge scores on active learning management were significantly higher than before the training at the .05 level, with the effectiveness index ranging from 0.6874 to 0.7071, indicating a knowledge improvement of 69–71 percent and demonstrating the effectiveness of the developed model; and (4) the overall evaluation of the model was at a high level. The aspect with the highest mean score was activity design and lesson plan development, followed by the implementation of professional learning communities (PLC) into practice, and reflection on learning management, respectively.