THE ACTION RESEARCH ON THE TEACHERS’ COMPETENCY ENHANCEMENT IN INTEGRATED LEARNING MANAGEMENT BY USING THE PRINCIPLE OF PHILOSOPHY OF SUFFICIENCY ECONOMY IN BANPARA SCHOOL UNDER PHUKET PRIMARY EDUCATIONAL SERVICE AREA OFFICE

Abstract

The purposes of this research were 1) to study the current status of the integrated learning management by using the Sufficiency Economy Philosophy at Banpara School under Phuket Primary Educational Service Area Office, 2) to develop the teachers’ competency in the integrated learning management by using the Sufficiency Economy Philosophy, and 3) to evaluate the development level of teachers’ competency in the integrated learning management by using the Sufficiency Economy Philosophy. The research action process followed Kemmis & Mc Taggart’s concept consisting of four steps as follows: Planning, Action, Observing, and Reflecting. The target group was nine teachers from Banpara School. The data were collected from the structured interview form, the test . In addition, there was a learning plan evaluation form, the behavior observation form,   the supervision record form, the skill evaluation form, and the satisfaction evaluation form.  The data were analyzed by using the basic statistics namely mean, standard deviation, and  the content analysis.   

The research results were that 1) there was not much application of the integrated learning management by using the Sufficiency Economy Philosophy at Banpara School due to the teachers’ lack of knowledge and understanding of the integrated learning management, 2) regarding the development of teachers’ competency with the methods of both the action training and the learning management supervision, it was found that the mean of the evaluation of the learning management plan by using the Sufficiency Economy Philosophy was at 4.24, which was at the high level. The mean of the behavior of the action training was at 4.16, which was at the high level. The mean of the learning management supervision was at 4.47, which was at the high level; and 3) the teachers gained more knowledge after the action training. The mean after training was 27.77, which was higher than before the training, which was at 21.89. The mean of the learning management skill was at 4.46, which was at the high level. The mean of the satisfaction towards the development of teachers’ competency was at 4.16, which was at the high level.