The Development of Teacher Competency in Learning Management in School under Surat Thani Municipality
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Abstract
The objectives of this study were 1) to study the state and problems of teacher competency in learning management; 2) to develop the teacher competency in learning management; and 3) to study the development of teacher competency in learning management in school under Suratthani Municipality. The study was conducted using action research comprising four steps: 1) Planning; 2) Action; 3) Observation; and 4) Reflection, and the procedure consisted of two cycles. The target group included 15 teachers selected by purposive sampling. Data were collected by an interview form, a questionnaire, an observation form, an assessment form, and a supervision monitoring form. Data were analyzed using percentage, mean, standard deviation, and content analysis. The findings were as follows: 1) most of the target group used conservative learning management and did not prepare a student-centered learning management plans. The learning activity management and the assessment of each student development activity were outdated. The problems in learning management showed that most of the target group lacked knowledge and misunderstood about learning design, learning activity management, and assessment and evaluation; 2) The development of the teacher competency held by organizing workshop activities and internal supervisions, writing learning management plans, implementing learning management plans in the classroom, supervising and monitoring, and assessing knowledge, understanding, and practical competency showed that the target group gained knowledge and understanding about learning management, could write student-centered learning management plans, and gained skills in learning design, learning management, use of media and learning resources, and assessment and evaluation; and 3) the development of the teacher competency showed that the overall satisfaction of the target group towards the development was at a high level. Therefore, the development of the teacher competency using workshop activities and internal supervision made the target group gain knowledge, understanding, and skills and manage learning more effectively.
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