Environmental Analysis of Teacher Development for Competency Based Learning in Secondary School DOI:

Abstract

The purpose of this research was to analyze the internal environment (strengths and weaknesses) and external environment (opportunities and threats) of teacher development for competency-based learning in secondary schools under the Secondary Educational Service Area Office.  The research was conducted in two phases. The first phase involved analyzing the internal environment (strengths and weaknesses) of teacher development in competency-based learning management. The second phase focused on analyzing the external environment (opportunities and threats) affecting teacher development in the same context. The sample group consisted of 197 participants, including school administrators and teachers of the Independent Study (IS) subject in schools under the Phetchabun Secondary Educational Service Area Office, selected through purposive sampling and 5 educational experts. The research instruments were questionnaires and interview forms. Data were analyzed using frequency, percentage, mean, standard deviation, and the PNI_modified index.

          The research findings revealed that: 1) The environmental assessment of teacher development for competency-based learning in secondary schools consisted of five components: 1) school curriculum development and management, 2) competency-based learning design, 3) active competency-based learning management, 4) utilization and development of innovative technology media and learning resources for competency-based learning management, and 5) competency-based learning assessment. The analysis identified 24 strengths, with the highest strengths being the use of computer technology in producing media/innovations to enhance learning management (PNI_modified = 0.178), followed by using student learning assessment results to develop competencies (PNI_modified = 0.168). The study found 17 weaknesses, with the most significant being the utilization of workplaces or venues for students' real professional experiences (PNI_modified = 0.263), followed by the ability to create and appropriately implement measurement and evaluation tools (PNI_modified = 0.223). Three opportunities were identified: 1) Socio-cultural aspects: the educational system aims to develop students with 21^st century skills applicable in real situations; 2) Technological aspects: media technology is essential for improving learning management quality to develop learners; and 3) Political and legal aspects: politics and legislation play vital roles in teacher development and learning management. One threat was identified in the economic domain: insufficient budget allocation for educational institutions and economic constraints affecting student families' readiness.