An Administrative Model to Enhance Teachers’ Active Learning Competency in the Digital Era for Student Quality Development at Ban Muang Nadee School

Abstract

The purposes of this research were to 1) study the basic information on active learning management in the digital era of teachers for enhancing student quality at Ban Muang Nadi School, 2) develop a management model for enhancing teachers’ competencies in active learning management in the digital era to improve student quality at Ban Muang Nadi School 3) implement the developed management model; and 4) evaluate the effectiveness of the model. This study employed a research and development (R&D) design. The participants included 194 respondents and 13 experts. The research instruments comprised a document analysis form, in-depth interview form, questionnaire, checklist, evaluation form, interview schedule, test, and observation form. Data were analyzed using content analysis and descriptive statistics, including the t-test, relative development scores, and the modified priority needs index (PNImodified).

The research findings were as follows:

1. Basic study results: The study of concepts, theories, and related literature covered seven key aspects: (1) concepts of model and model development, (2) teacher development, (3) teachers’ competencies in active learning management, (4) active learning in the digital era, (5) active learning for enhancing student quality, (6) the context of Ban Muang Nadi School under the Ubon Ratchathani Primary Educational Service Area Office 5, and (7) related research studies. The needs assessment indicated that teachers had the highest level of needs for developing competencies in active learning management in the digital era. Six main components were identified: (1) designing and planning active learning, (2) classroom management, (3) use and development of media, innovation, and technology, (4) creating a positive and psychologically safe learning environment, (5) measurement and evaluation, and (6) support and resources.


2. Model development results: The developed management model for enhancing teachers’ competencies in active learning management in the digital era consisted of six components: (1) principles, (2) objectives, (3) development process, (4) support system, (5) success conditions, and (6) evaluation. The model and its implementation manual were evaluated by experts as highly appropriate and accurate.


3. Model implementation results: The implementation of the management model followed the PDCA (Plan–Do–Check–Act) cycle over four rounds. The findings revealed that teachers’ competencies in active learning management in the digital era improved continuously, reaching the highest level by the third cycle and maintaining that level through the fourth cycle, indicating sustainable development. Teachers’ knowledge and understanding of active learning competencies increased significantly at the .05 level after using the model. Students’ satisfaction toward teachers’ active learning management in the digital era was at the highest level, particularly in the use of media and assessment, showing that students were happy and engaged in learning. Teachers’ satisfaction with the model was also at the highest level in all aspects, confirming its acceptance and usefulness.


4. Model effectiveness and impact: The developed management model was found to be appropriate, practical, and of high quality, effectively enhancing teachers’ competencies and contributing to a notable improvement in student achievement. Both teachers and students expressed high satisfaction and acceptance, demonstrating the model’s potential to sustainably improve the quality of education at Ban Muang Nadi School.