A States of developing Teachers’ Competency in Curriculum and Learning Management under The Secondary Educational Service Area office Ubon Ratchathani Amnat Charoen

Abstract

     This research aimed to : 1) study the current status of teacher competency development in curriculum management and learning management under the Secondary Educational Service Area Office of Ubon Ratchathani Amnat Charoen; 2) compare opinions on the status of teacher competency development in curriculum management and learning management, classified by educational qualifications, teaching experience, and school size; and 3) explore approaches for improving teacher competencies in curriculum management and learning management. This study employed a mixed-methods research design. For the quantitative research, data were collected using questionnaires from a sample of 351 participants, including 21 school administrators and 330 teachers, selected using stratified random sampling. The research instrument was a 5-point Likert scale questionnaire with a reliability coefficient of 0.97. Statistical methods used include percentage, mean, standard deviation, t-test, and F-test. The qualitative research the target group consisted of 8 participants, including school administrators and teachers, selected through purposive sampling. Data were collected using structured interviews and analyzed through content analysis.
     The research findings were as follows : 1) The overall and specific aspects of the current status of teacher competency development in curriculum management and learning management under the Secondary Educational Service Area Office of Ubon Ratchathani and Amnat Charoen were rated at a high level of implementation. 2) The comparison of opinions on the status of teacher competency development in curriculum management and learning management, classified by educational qualifications, teaching experience, and school size, revealed no significant differences overall. 3) Approaches for improving teacher competencies in curriculum management and learning management were found as follows 3.1) In curriculum creation and development, it is recommended to study the core curriculum, analyze student and community needs, ensure participation from all teachers, and maintain relevance and appropriateness, with continuous curriculum evaluation for improvement. 3.2) In learning design, it should align with indicators, promote critical thinking processes, be diverse and suitable for content, age, and individual differences, and be adaptable to different situations, ensuring student participation. 3.3) In learning management, students should seek knowledge independently, engage in practical activities, interact with their environment, apply knowledge to daily life, and develop potential based on individual interests, with consideration of personal differences. 3.4) In the use and development of media, innovation, and technology, teachers should possess knowledge in media development and use, aligning with learning management plans, and effectively utilizing ICT to enhance communication, with media that is appropriate and varied for students. and 3.5) In learning assessment and evaluation, teachers should have knowledge of assessment and evaluation methods, develop policies for assessment in line with standards and indicators, use diverse assessment methods suitable for individual differences, and encourage student participation in the evaluation process.