GUIDELINES FOR DEVELOPING MATHEMATICS TEACHING SKILLS OF TEACHERS BASED ON THE FOUR ARIYASACCA PRINCIPLES OF THE PHRA RATCHAWANG SCHOOL CLUSTER, UNDER THE OFFICE OF PHRA NAKHON SI AYUTTHAYA PRIMARY EDUCATIONAL SERVICE AREA 2

Abstract

This research article aimed to: 1) study the current state of teachers' mathematics instructional management; 2) study the methods for developing teachers' mathematics instructional management skills based on the Four Ariyasacca principles (The Four Noble Truths); and 3) propose guidelines for developing teachers' mathematics instructional management skills based on the Four Ariyasacca principles. A mixed-methods research design was employed. For the quantitative research, questionnaires were administered to the entire population of 91 teachers within the Phra Ratchawang School Group. The data were analyzed using fundamental statistics, including percentage, mean, and standard deviation. For the qualitative research, in-depth interviews were conducted with 7 key informants, and the data were analyzed using content analysis.

The research findings revealed the following: 1) The overall state of teachers' mathematics instructional management was at a high level. 2) The methods for developing teachers' mathematics instructional management skills based on the Four Ariyasacca principles addressed problems in four domains: curriculum, instructional management, instructional media, and measurement and evaluation. The primary issues identified were teachers' lack of understanding of the competency-based curriculum, monotonous and outdated teaching methods and media, and evaluation restricted solely to testing. The developmental and problem-solving approaches consisted of intensive practical workshops, the establishment of Professional Learning Communities (PLCs), the implementation of a mentoring system, the creation of media repositories, and the promotion of technology integration, as well as shifting towards diverse and authentic assessment methods. These approaches aimed to elevate teachers' potential to design learning experiences connected to real life, stimulate students' conceptual understanding, foster an appreciation for mathematics, and holistically and effectively develop student competencies. 3) The proposed guidelines for developing teachers' mathematics instructional management skills based on the Four Ariyasacca principles emphasized holistic educational quality enhancement across all four domains. Prioritization was given to professional development through continuous practical workshops, coupled with the creation of a professional learning support ecosystem. This ecosystem included driving Professional Learning Communities (PLCs), mentoring system, and repositories for instructional media and lesson plans. The ultimate goal was to transform instructional and assessment paradigms toward competency-based learning and effectively connect mathematical knowledge to students' real-life applications.