A STUDY OF THE COMPONENTS OF ACTIVE LEARNING MANAGEMENT COMPETENCY OF TEACHERS IN BASIC EDUCATION UNDER SECONDARY EDUCATIONAL SERVICE AREA OFFICES IN NORTHEASTERN THAILAND

Abstract

This descriptive research aimed to: 1) Investigate and analyze the components of active learning management competency among basic education teachers, and 2) Verify the accuracy and appropriateness of these components by experts. The research methodology was conducted in two phases. Phase 1 involved the study and synthesis of documents and research regarding the components of teachers' active learning management competency based on 10 academic sources and related research works. Phase 2 involved evaluating the accuracy and appropriateness of the components model of teachers' active learning management competency in basic education. This was conducted through a validation and feedback process by 5 purposefully selected specialists in the field. The research instruments used for data collection included a document synthesis form and a 5-point Likert scale questionnaire. Data were analyzed using frequency, percentage, mean, and standard deviation. The research findings revealed that: Based on Phase 1, the components of active learning management competency among basic education teachers comprised four main dimensions: 1) Learning design, 2) Learner-centered activity organization, 3) Measurement and evaluation of learning outcomes, and 4) Utilization and development of media, innovations, and technology for learning. Based on Phase 2, the model evaluation by experts demonstrated that the components of teachers' active learning management competency were highly appropriate overall ( = 4.87, S.D. = 0.26). Furthermore, the accuracy of the model components was also rated at the highest level overall ( = 4.74, S.D. = 0.30).