Results of Implementing the Standard Thai Folk Dance Training Curriculum Model Based on Practical Skills Theory with Design Thinking to Enhance Dance Learning Management Competency of Teachers in Small Schools

Abstract

This research aimed to 1) compare the dance learning management competency of teachers in small schools after the training against the 80% criterion; and 2) study teachers' satisfaction toward the training curriculum model. The sample consisted of 32 teachers assigned to teach dance in small schools under the Saraburi Primary Educational Service Area Office 2, during the second semester of the 2025 academic year, selected by multi-stage sampling. Research instruments included the Standard Thai Folk Dance training curriculum model based on practical skills theory with Design Thinking, a competency assessment covering 3 domains (knowledge, skills, and attributes), and a 20-item five-level Likert satisfaction questionnaire. Statistics used were percentage, mean, standard deviation, and a one-sample t-test.

The results revealed that 1) the teachers' overall post-training dance learning management competency scores across all 3 domains (Mean = 168.28, 93.49%) were significantly higher than the 80% criterion at the .01 level of statistical significance; and 2) the teachers' overall satisfaction toward the training curriculum model was at the highest level (Mean = 4.66, S.D. = 0.47).