Conditions and Guidelines for Developing Learning Processes of the Schools under Ubon Ratchathani Primary Educational Service Area Office 3

Abstract

              The purposes of this research were: 1) to study operation conditions for developing learning processes in the schools under Ubon Ratchathani Primary Educational Service Area Office 3, 2) to compare opinions towards the operation conditions for developing the learning processes of the school administrators and the academic teachers in the schools under Ubon Ratchathani Primary Educational Service Area Office 3 classified by positions, working experiences, and school sizes, 3) to study operation guidelines for developing the learning process of the schools under Ubon Ratchathani Primary Educational Service Area Office 3. The samples were 210 participants: 105 school administrators and 105 teachers from the schools under Ubon Ratchathani Primary Educational Service Area Office 3. They were randomized by choosing the samples from 50% of the population. The research tools were a questionnaire and an interview form used to ask for the opinions of the school administrators and the academic teachers about the development of the learning processes of the schools. The statistics used to analyze data were percentage, mean, standard deviation, t-test, ANOVA variance analysis, and content analysis.The research findings were as follows.1. The operation conditions for developing the learning processes of the schools under Ubon Ratchathani Primary Educational Service Area Office 3 were at a high level.2.  The comparison of the opinions towards the operation conditions for developing the learning processes of the school administrators and academic teachers of schools under Ubon Ratchathani Primary Educational Service Area Office 3 classified by positions, working experiences, and school sizes was found that the opinions were not different.3. The operation guidelines for developing the learning processes of the schools under Ubon Ratchathani Primary Educational Service Area Office 3 suggested 4 implementation aspects. The first aspect was the teaching and learning management of the teachers. The teaching and learning processes should be provided according to the school curriculum related to the contexts of the communities and the local areas based on the interests, the needs, and the aptitudes of the learners by using various methods to achieve full learning of the potential of Individual learners. The systematic and effective examination and evaluation of the learners’ knowledge and understanding should be done.  The second aspect was the management.  In the administration and management of the schools related to academics, teachers and educational personals, Information, and environment, all of people involved should have opportunities to participate in the learning management on issues related to the learning processes development. The third aspect was the learners’ participation. All of the learners should have opportunities to participate in self-analysis, learn by doing, participate in the environmental management that was suitable in learning, and learn from various learning resources inside and outside the schools. The fourth aspect was the contexts, environment, learning resources, and communities. The contexts and environment related to teaching and learning management: the conditions of the classrooms, the school buildings, the various places of the learning resources inside and outside schools and communities, scholar villagers, local wisdom, trainers from outside schools, governors, communities involved in the learning management should be organized.