A COMPREHENSIVE NEEDS ASSESSMENT OF TEACHER READINESS FOR PROMOTING QUANTUM LEARNING IN EXTRA-LARGE SECONDARY SCHOOLS UNDER THE SARABURI SECONDARY EDUCATIONAL SERVICE AREA OFFICE

Abstract

Amid the transition from conventional learning management, which emphasizes linear instructional frameworks, to quantum learning management that views learning as an interconnected and flexible holistic system responsive to contextual changes, this research aimed to 1) identify and prioritize the needs for preparing teachers to promote quantum learning in large-sized secondary schools under the Saraburi Secondary Educational Service Area Office 2) analyze the causes of these needs and 3) develop guidelines for preparing teachers to promote quantum learning.

          The research methodology consisted of three phases. Phase 1 involved identifying and prioritizing needs using a single-response needs assessment questionnaire. The sample comprised 269 teachers selected through stratified random sampling. Data were analyzed using mean, percentage, standard deviation, and the modified Priority Needs Index (PNI_modified). Phase 2 focused on analyzing the causes of the needs through focus group discussions and fishbone diagram analysis. Phase 3 involved developing guidelines for preparing teachers to promote quantum learning using the connoisseurship technique. The experts participating in Phases 2 and 3 were selected through purposive sampling and included one school director, two deputy directors for academic affairs, and five teachers, totaling eight participants.

          The research findings revealed that 1) the highest priority need was the development of quantum learning media and learning resources (PNI_modified = 0.135) 2) the major cause of this need was the excessive workload beyond teaching responsibilities, which limited teachers’ time for creating or developing learning media and 3) the guidelines for preparing teachers to promote quantum learning emphasized enhancing teachers’ knowledge and skills in media creation and development, building learning communities, and transforming teaching practices.

          The findings led to the synthesis of a Dynamic Quantum Learning Ecosystem for teachers, which supports holistic teacher readiness and aligns with learning management in contexts of change.