COMPONENTS OF TEACHERS’ COMPETENCIES IN LEARNING MANAGEMENT TO ENHANCE THE LIFE AND CAREER SKILLS OF STUDENTS IN EDUCATIONAL OPPORTUNITY EXPANSION SCHOOLS IN SAKON NAKHON PROVINCE

Abstract

This study aimed to identify the components and behavioral indicators of teachers’ competencies in learning management to enhance life and career skills among students in educational opportunity expansion schools in Sakon Nakhon Province, Thailand. A sequential exploratory mixed-methods approach was employed through three stages: 1) a synthesis of nine documents and research studies, 2) semi-structured interviews with five experts, and 3) an evaluation of the appropriateness and feasibility of the identified components by five experts. The research instruments included a document synthesis form, a semi-structured interview protocol, and a five-point rating scale. Data were analyzed using content analysis, frequencies, percentages, means, and standard deviations. The findings revealed that seven competency components were initially identified, of which six met the established criteria, comprising 24 behavioral indicators. These components encompassed 1) curriculum integration, 2) active learning management, 3) responsiveness to learner diversity and contextual needs, 4) the provision of safe learning environments, 5) collaboration with parents and communities, and
6) partnerships with career-related networks. Each component comprised four behavioral indicators. Overall, the components were rated at the highest level of appropriateness (M = 4.83, SD = 0.38) and a high level of feasibility (M = 4.17, SD = 0.52). Experiential active learning received the highest appropriateness rating, whereas collaboration with parents, communities, and career-related networks received the lowest feasibility rating, although it remained within the acceptable range. These findings provide a preliminary framework for developing teachers’ competencies in educational opportunity expansion schools, emphasizing community-responsive learning management, support for at-risk students to prevent school dropout, and the integration of authentic learning experiences with career skills and local labor market needs