A MODEL FOR DEVELOPING TEACHER COMPETENCY IN INTEGRATED LEARNING MANAGEMENT OF SMALL SCHOOLS UNDER THE KHON KAEN PRIMARY EDUCATIONAL SERVICE AREA OFFICE 5

Abstract

This mixed-method study aimed to: (1) examine the components, current and desired states, needs, and development guidelines for teachers’ competencies in integrated learning management in small schools under the Office of Khon Kaen Primary Educational Service Area 5; and (2) develop, validate, and evaluate a competency development model for such teachers in terms of appropriateness, feasibility, and usefulness. The research comprised two phases. Phase 1 investigated the current and desired states, needs, and development guidelines. The sample consisted of 254 teachers from small schools, selected using Krejcie and Morgan’s sampling table. Phase 2 involved the development and validation of the model through expert review by seven specialists via focus group discussions, followed by an evaluation of the model’s appropriateness, feasibility, and usefulness by five school administrators and teachers responsible for integrated learning management. Instruments included the draft model, focus group record forms, and evaluation questionnaires. Data were analyzed using mean, standard deviation, and the Modified Priority Needs Index (PNI_modified).

          Results revealed that: (1) the current competency level was moderate overall, while the desired level was highest, with “learning design” identified as the most needed area; and (2) the developed model comprised five elements: principles, objectives, implementation procedures, evaluation guidelines, and success conditions. The model was rated at the highest level for appropriateness, feasibility, and usefulness.