A Development of Teacher in Learning Management with A Childs Centered at Lampao Kindergarten School Under the Kalasin Provincial Education Office

Abstract

The objectives of this research were 1) study the causes of problems in learning management with a Childs-centered focus among teachers at Lampao Kindergarten School, 2) study guidelines for teacher development in the school's learner-centered learning management. Lampao Kindergarten School, 3) Study the results of teacher development in learning management by emphasizing the learner at Lampao Kindergarten School. The target group includes 13 teachers. Statistics used to analyze the data are mean and standard deviation. Data were analyzed by content analysis and descriptive presentation in an essay.
The results showed that: 1. The problem of student-centered learning management at Lampao Kindergarten is that teachers lack self-development in teaching. Lack of analysis of individual learners Too strict on academic standards Lack of technology for searching information Lack of expertise in using quality measurement tools The teacher teaches using the old method and the content in the lesson is not suitable for the learners. The equipment, media and materials are not ready. The course content is difficult. 2. Guidelines for developing teachers in learning management with an emphasis on learners. A joint meeting process of the target group should be used. There are 2 approaches: 1) Training workshops. The target group after the training was higher than before the training with averages overall and in every aspect. at a high level The target group has the ability to use technological media and has knowledge and understanding in learning management with an emphasis on students. and learning design even more 2) teaching supervision the target group has practiced learning management with an emphasis on learners. After the training (2nd supervision), the average was higher than before the training. (1st Supervision) Overall, the average was at a high level (μ = 4.24, σ = 0.23). When considering each aspect, it was found that the average was at a high level in all aspects, namely, the target group acted with knowledge. Understanding of learning management with a focus on learners (μ = 4.41, σ = 0.26), learning measurement and evaluation (μ = 4.33, σ = 0.27), and learning design (μ = 3.89, σ = 0.32) very well. 3. Results of teacher development in student-centered learning management at Lampao Kindergarten School. Under the Kalasin Provincial Education Office, it was found that the target group had organized learning with an emphasis on students. Overall, the average was at a high level (μ = 4.33, σ = 0.27). When considering each aspect, it was found that the average was in High levels in all aspects, ordered from highest to lowest, include the ability to use technological media (μ = 4.40, σ = 0.49), knowledge and understanding of learning management with a focus on the learner (μ = 4.22, σ = 0.42) Ability to manage teachers' learning (μ = 4.15, σ = 0.48) Measurement and evaluation of learning (μ = 4.12, σ = 0.24) Learning management with a focus on students. (μ = 4.07, σ = 0.44), teacher learner potential analysis (μ = 4.04, σ = 0.41), learning management plan preparation (μ = 4.00, σ = 0.47), and learning design (μ = 3.98, σ = 0.37) As a result, the development of teachers in learning management with a focus on learners as the main focus of Lampao Kindergarten School achieves its objectives efficiently and successfully as expected. Can be used to develop teachers in effective learning management by focusing on learners.