The Learning Management Based on the Four Bases of Success for Teachers and Educational Personnel in Opportunity Expansion School, Roi-et Primary Educational Service Area The Learning Management Based on the Four Bases of Success for Teachers and Educational Personnel in Opportunity Expansion School, Roi-et Primary Educational Service Area

Abstract

          The objective of this research was 1) To study the conditions of learning management among teachers and educational personnel in opportunity expansion schools, 2) To examine learning management approaches based on the Four Bases of Success among teachers and educational personnel in these schools, and 3) To propose guidelines for learning management based on the Four Bases of Success for teachers and educational personnel in opportunity expansion schools. This study employs a mixed-methods research design.

          The results indicated that 1) Regarding the conditions of learning management, teachers and educational personnel demonstrated learning management at the highest level, reflecting systematic and quality-oriented performance. 2) In terms of learning management based on the Four Bases of Success, teachers emphasize designing activity plans that align with students’ needs and developmental levels. They act as facilitators and serve as moral role models. The instructional process focuses on hands-on learning, analytical thinking, and the exchange of ideas through instructional media suited to individual differences. Additionally, assessment systems cover knowledge (K), skills (P), and attitudes (A), using clear criteria and providing constructive feedback. 3) Regarding guidelines for learning management, activities should be organized based on learners’ interests, with a warm and safe classroom environment that encourages concentration and confidence in self-expression. Diverse learning activities should be provided, with learners taking a central role in the classroom to promote holistic development. Instructional materials and resources should be continuously developed to support high-quality learning. Furthermore, assessment methods should be varied and flexible, allowing students to engage in self- and peer-assessment, with results used to improve learning in ways that accommodate individual differences.