LEARNING MANAGEMRNT OF TEACHERS’ PROFESIONAL COMPETENCY DEVELOPMENT IN CURRICULUM ADMINISTRATION LEARNING ASPECTS VIA INTERPOSING ESSENTIAL COMPETENCIES

Abstract

The purposes of this research were to: 1) study teachers’ professional competencies in curriculum management and learning management and 2) develop the methodology of teachers’ professional competencies in curriculum administration and learning management for students of the Bachelor of Education program via interposing essential competencies. The 242 fifth-year students who practiced vocational experience in school by purposive random sampling, and 30 second-year students who enrolled the course 102207 learning management methodology, in the 1st semester of 2021 academic year, by cluster random grouping were participants. The research tools were 1) questionnaire (IOC in between 0.60-1.00), 2) competency-based learning management plan via interposing essential competencies which has a consistent and appropriate value of 4.83, and 3) teachers’ professional competencies test (α=0.81). Data analysis was carried out with the use of percentage, mean, standard deviation, and t-test. The finding revealed that 1) overall, fifth-year students had a high level of teachers’ professional competencies, especially, the highest average of teachers’ professional competencies, which were media use and development, innovation, and technology for learning management. So, the average was at a high level, and 2) second-year students had teachers’ professional competencies after learning was significantly higher than before at the 0.05 level, and teachers’ professional competencies after learning was higher than 70 percent criterion with not statistical significance at 0.05 level.