Guidelines for Promoting Teacher Empowerment in Active Learning Management within the Small Schools under the Office of Primary Educational Service Area 2, Uttaradit Province

Abstract

          This research article aimed to: 1) investigate the current and desirable conditions of teacher empowerment in active learning management, and 2) study guidelines for enhancing teacher empowerment in active learning management within small-sized schools under the Uttaradit Primary Educational Service Area Office 2. This study employed a mixed-methods research design. The sample consisted of 120 school administrators and teachers, along with 14 experts. The research instruments were questionnaires and interviews. Statistical tools used for data analysis included percentage, mean, standard deviation, the Priority Needs Index, and content analysis.

           The research findings revealed that:

1. The overall current condition of teacher empowerment was at a high level, while the desirable condition was at the highest level.
2. Regarding the guidelines for enhancing teacher empowerment in active learning management, schools should comprehensively empower teachers across all five dimensions. This involves granting autonomy in instructional design, coupled with capacity building through mentoring systems and professional networks. Furthermore, the schools should promote a sense of value and build confidence by using student success as motivation, supported by administrators adhering to good governance and positive supervision. Finally, establishing a collaborative learning environment and distributing resources flexibly will support teachers in innovating and maximizing the quality of individual student learning effectively.