A Change-Driven Model for Developing Teachers toward Learning Management of Essential Life Skills for Students in the Modern World: A Case Study of Primary Schools in Pathum Thani Province under the Office of the Basic Education Commission
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Abstract
This research article aimed to (1) investigate the needs for developing teachers toward learning management of essential life skills for students in the modern world in primary schools, (2) develop a change-driven model for teacher development toward learning management of essential life skills for students in the modern world in primary schools, and (3) examine the results of implementing the change-driven model for developing teachers toward learning management of essential life skills for students in the modern world in primary schools. The study employed a Research and Development (R&D) design. The population consisted of 1,690 participants, including school administrators, heads of academic affairs, and heads of learning areas, with a stratified random sample of 310 participants. Thirteen key informants were purposively selected for the focus group discussion, and the target group included ten teachers from Wat Kaitee Community School, also selected purposively. The research instruments comprised a questionnaire on the current situation (reliability = 0.99), a questionnaire on the desired situation (reliability = 0.97), a focus group discussion record, a teacher competency assessment form for lesson plan design, a questionnaire on propriety and utility, and a satisfaction questionnaire. The data were analyzed using percentage, mean, standard deviation, modified priority needs index (PNImodified), and qualitative content analysis.
The research findings revealed that the needs assessment for developing a change-driven model to enhance teachers’ learning management of essential life skills for students in the modern world in primary schools indicated that the current condition was at a moderate level, while the desired condition was at the highest level. The most critical need identified was self-management skills. The developed model consisted of six components: (1) principles, (2) objectives, (3) development processes, (4) supporting factors, (5) success conditions, and (6) measurement and evaluation. The model was evaluated as being of high propriety and feasibility. The results of the model implementation showed that, overall, teachers demonstrated the highest level of knowledge and ability in designing learning management plans. The model was rated of high propriety and utility, achieved the highest level of satisfaction among participants.
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