GUIDELINES FOR DEVELOPING COMPETENCIES FOR ACTIVE LEARNING MANAGEMENT OF TEACHERS IN SUPHANBURI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Abstract

The purpose of this study is 1) Study the necessity in developing competencies for active learning management of teachers in Suphan buri Primary Educational Service Area Office 3. 2) Propose guidelines for developing active learning management competencies of teachers in Suphan buri Primary Educational Service Area Office 3. The research method consists of 2 steps: 1. Study the needs for developing teachers' active learning management competencies. The sample group consisted of 310 teachers. The tool used was a questionnaire. Data was analyzed using statistics: percentage, mean, and standard deviation. 2. Present guidelines for developing teachers' proactive learning management competencies by interviewing key informants, namely school administrators, educational administrators, and educational supervisors in Suphan buri Primary Educational Service Area Office 3, totaling 8 people.

The results revealed the following:

1. The needs to develop teachers' active learning management competencies in Suphan buri Primary Educational Service Area Office 3 found that teachers in Suphan buri Primary Educational Service Area Office 3 have overall needs at a high level. Arrange the highest needs as follows: organizing active learning activities, followed by measuring and evaluating active learning activities and the last one is designing active learning activities.
2. Guidelines for developing teachers' active learning management competency in Suphan buri Primary Educational Service Area Office 3, all 3 parts have guidelines for development as follows. 1. Teacher self-development includes: 1) Online media training. 2) Professional learning community group.
   3) Attend the workshop. 2. Teacher development institutions include: 1) Organize a meeting to promote teacher development. 2) Supervision/visiting the classroom. 3) Divide into subgroups of teachers and use the peer-to-peer supervision model. 3. Teacher development agencies include: 1) Set policies for educational institutions to organize activities to develop teachers' competencies. 2) Train teachers/organize workshops to develop teacher competencies. 3) Supervise, monitor, and evaluate teachers' learning management competencies. 4) Analyze the results and plan to develop teacher competency in the next academic year.