GUIDELINE FOR TEACHER DEVELOPMENT OF COOPERATIVE LEARNING ACTIVITIES IN PRIMARY SCHOOL UNDER NAKHON PHANOM PRIMARY EDUCATIONAL SERVICE OFFICE 2

Abstract

This research aimed to investigate the current conditions, desirable conditions, and priority needs, as well as to propose guidelines for developing teachers in organizing cooperative learning activities in primary schools under the Nakhon Phanom Primary Educational Service Area Office 2

The research was conducted in two phases. In Phase 1, the current conditions, desirable conditions, and priority needs were examined. The sample size was determined using the Krejcie and Morgan table (1970: 607–610). Proportional stratified random sampling followed by simple random sampling was employed to select 29 school administrators and 267 teachers, yielding a total of 296 participants. The research instrument was a five-point Likert scale questionnaire. In Phase 2, guidelines for teacher development were explored through in-depth interviews with four experts. The proposed guidelines were then evaluated for suitability and feasibility through a focus group discussion involving six experts, using a five-point rating scale assessment form. The statistical methods used for data analysis included frequency, percentage, mean, standard deviation, and the Priority Needs Index (PNI).

The findings revealed that the overall current condition of teacher development in organizing cooperative learning activities was at a moderate level. When considered by aspects, interpersonal interaction had the highest mean score. In contrast, the overall desirable condition was at a high level, with the aspect of close group consultation showing the highest mean score. The proposed teacher development guidelines consisted of four aspects with a total of 26 guidelines. The overall evaluation of suitability and feasibility was at the highest level, with a mean score of 4.86.