NEEDS ASSESSMENT OF LEARNING MANAGEMENT SKILLS DEVELOPMENT OF TEACHERS IN SCHOOLS UNDER SAKON NAKHON PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Abstract

This research aimed to: 1) study the current and desired conditions of teachers’ instructional management skills in schools under the Sakon Nakhon Primary Educational Service Area Office 2; 2) identify the needs for developing instructional management skills; and 3) propose development guidelines for improving these skills. The study employed a survey research methodology. The sample consisted of 349 school administrators and teachers, selected through multi-stage sampling. The research instruments included two questionnaires: one addressing current and desired conditions of instructional management skills, and the other concerning development guidelines. Data were analyzed using frequency, percentage, mean, standard deviation, and Modified Priority Needs Index (PNI Modified).

              The results revealed that: 1) the overall current condition of teachers’ instructional management skills was at a high level, while the desired condition was at the highest level; 2) the overall average PNI Modified value for the five skill areas was 0.156. Two areas—curriculum and instructional media—had PNI values higher than the average, indicating a more urgent need for development; 3) the key aspects identified for targeted development were curriculum and the use of instructional media. The findings suggest that focused efforts to enhance curriculum planning and media utilization competencies among teachers are essential. These results can be used as a foundation for strategic planning to develop teachers’ instructional management skills, supporting more effective school administration and teaching practices in the primary education sector.