PARTICIPATORY DEVELOPMENT OF A TRAINING CURRICULUM TO ENHANCE LEARNING MANAGEMENT COMPETENCIES BASED ON THE CONSTRUCTIVIST CONCEPTS FOR TEACHERS UNDER THE OFFICE OF NAKHON PHANOM PRIMARY EDUCATION SERVICE AREA II
Keywords:
Development of a Training Curriculum, Competencies, ParticipationAbstract
The purposes of this study were: 1) to investigate competencies of learning management based on the constructivist concepts, 2) to examine need of competencies, 3) to develop a training curriculum, and 4) to examine results of experiment in using the training curriculum. A sample in this experiment was 40 primary teachers under the Office of Nakhon Phanom Primary Education Service Area 2 who taught in the second semester of academic year 2016. The instruments used in study were: 1) a form for measuring knowledge competency, 2) a form for measuring performance skill, 3) a form for measuring attitude, and 4) a form for assessing satisfaction. The experiment was a one-group pretest-posttest design. Statistics used in data analysis were mean, standard deviation, t-test and value of need.
Findings revealed as follows: 1) The developed competencies comprised
5 knowledge competencies with 16 indicators, 4 performance skill competencies with 9 indicators, and 1 attitude competency with 3 indicators. 2) Need of competencies was at the highest level. 3) The training curriculum comprised 9 components: background and significance, vision, principles, objectives, important competencies, structure, training guidelines, media and equipment, and measurement as well as evaluation. 4) The results of experiment in using the training curriculum were as follows: teachers’ knowledge competency after training was significantly higher than before training at the .05 level and passed the criterion set at 80 out of 100; teachers’ performance skill competency after training was at the highest level and significantly higher than the criterion set at the mean score of 3.51 at the .05 level; teachers’ attitude competency after training was significantly higher than before training at the .05 level; and teachers’ satisfaction with implementing
the training curriculum was at the highest level and significantly higher than the criterion set at the mean score of 3.51 at the .05 level.
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