Development of the 21st Century Learning Management Competency Indicators of Teachers In Schools under the Secondary Educational Service Area Office Mukdahan

Abstract

          The purposes of this research article were : 1) to develop competency indicators of the 21^st century learning management, and 2) to examine the model congruence of developed competency indicators of the 21^st century learning management. The data were collected from 319 administrators and teachers at the schools under the secondary educational service area office Mukdahan. The participants were recruited based on Stratified Random Sampling. The instrument used in the study was a 5-rating scale questionnaire with validity index between 0.60-1.00, discrimination power index between 0.52–0.82 and reliability index was at 0.97. The collected data were analyzed by a statistical software program.

           The findings revealed that:

1. The competency indicators of the 21^st century learning management of teachers in schools under the secondary educational service area office Mukdahan comprised four fundamental components,12 sub-components, and 48 indicators which could be distinguished as 12 indicators 3 sub-components in instructional design, 12 indicators 3 sub-components in child center learning management, 12 indicators 3 sub-components in educational technology, and 12 indicators 3 sub-components in learning and evaluation assessment.
2. The competency structural model of the 21^st century learning management of teachers in schools under the secondary educational service area office Mukdahan, was congruent with empirical data with Chi-square value = 35.36, degree of freedom (df) = 37, statistical significance (P-value) = 0.54, goodness of fit index (GFI) = 0.98, AGFI = 0.96, root mean square error of approximation (RMSEA) = 0.00 and critical N (CN) = 538.71 and the factor loading of 48 indicators between 0.53-0.67.