A LEARNING MANAGEMENT ADMINISTRATION MODEL FOR DEVELOPING STUDENTS’ LIFE SKILLS IN PRIMARY SCHOOLS UNDER THE OFFICE OF THE BASIC EDUCATION COMMISSION

Abstract

This research aimed to: 1) Investigate the current and desirable conditions, priority needs, and guidelines for learning management administration to develop students’ life skills; 2) Construct the model; 3) Implement the model; and 4) Evaluate its implementation. A four-phase research and development methodology was employed. The population comprised 5,004 school administrators and heads of academic affairs in Inspection Region 14. The sample consisted of 370 participants, determined using Yamane’s formula and selected through stratified random sampling. Guidelines were examined at three schools demonstrating best practices through six key informants. The model was validated by 12 experts. Learning facilitation was implemented in one school, and the model was evaluated by 21 purposively selected experts. The research instruments comprised a questionnaire with a reliability coefficient of 0.94, an interview form, and evaluation forms. Data were analyzed using percentage, mean, standard deviation, the Priority Needs Index, and content analysis. The findings revealed that: 1) The current conditions were at a moderate level, whereas the desirable conditions were at the highest level. The overall Priority Needs Index was 0.410, with learning facilitation showing the highest priority need; 2) The model comprised objectives, principles, operational procedures, evaluation, and conditions for success. Its appropriateness and feasibility were at a high level, with mean scores of 4.47 and 4.42, respectively; 3) Following the implementation of learning facilitation, the mean score increased from 3.53 to 4.70, all criteria were met, and stakeholders’ overall satisfaction was at the highest level; and 4) The model’s appropriateness and feasibility were at a high level, with mean scores of 4.45 and 4.36, respectively, while its usefulness was at the highest level, with a mean score of 4.52.