A NEEDS ASSESSMENT TOWARD PHYSICAL EDUCATION LEARNING MANAGEMENT IN MULTICULTURAL SOCIETY FOR PRIMARY SCHOOL TEACHERS, YALA PROVINCE

Abstract

This research aimed to analyze the needs for physical education (PE) learning management in a multicultural society among primary school teachers in Yala Province. This research employed a mixed-methods approach using a sequential survey design. The sample consisted of 165 primary school teachers responsible for physical education or health and physical education activities in Yala Province, along with ten key informants who participated in in-depth interviews. The research instruments included a questionnaire and a semi-structured interview form. Quantitative data were analyzed using mean, standard deviation, and the Modified Priority Needs Index (PNI_Modified), while qualitative data were analyzed through analytic induction. The findings revealed that the current state (I) was at a moderate level (2.99–3.434), whereas the desired state (D) was at a high level (4.305–4.826), indicating a significant developmental gap. The highest PNI_Modified value was found in learning activity management (0.519), followed by instructional planning (0.505) and instructional media utilization (0.494), while content had the lowest priority (0.310). These findings indicated that teachers prioritized improvements in instructional processes over content revision. Qualitative findings further demonstrated that PE teachers in Yala Province possessed strong awareness and understanding of cultural diversity and recognized the importance of participatory learning approaches to enhance students’ well-being. Teachers expressed a need to further develop their competencies in cultural knowledge, inclusive teaching skills, and technology integration. The qualitative and quantitative findings were highly consistent in terms of key issues and priority levels, emphasizing the necessity of systematic professional development to support culturally responsive and participatory PE learning management.