Developing Classroom Teachers’ Learning Management Competency Through a Teacher Development Model Using Outcomes of Instructional Practice-Based and Promoting English Skills Integrated with Learning Areas Through an Electronic Communication System the Sec

Abstract

The objectives of this research were: 1) to develop teachers’ learning management competency in the classroom through a teacher development model using the outcomes of instructional practice-based through lesson study processes, 2) to develop English competency integrated with learning areas, 3) to develop technology competency through an electronic communication system, and 4) to study the teachers’ and participants’ satisfaction on learning management systems developed in each school context. Participants were selected according to the following criteria: 1) teachers in the learning strands of science, mathematics, and occupation and technology (computer) of English for Integrated Studies (EIS) school network; and 2) passed the full time e-CLIP training program. The sample for this study consisted of six northern teachers in the learning strands of science, mathematics, and occupation and technology (computer) of English for Integrated Studies (EIS) school network under the office basic education commission. All of the teachers were chosen based on the project’s rules that they had to pass the
e-CLIP training full-time program and obtain the written approval of their school directors. The research instruments included 1) the evaluation of lesson plans of e-CLIP learning activities, 2) the students’ and teachers’ respective satisfaction questionnaires about the e-CLIP instruction, 3) the teacher interview protocol about e-CLIP learning management, and 4) the students’ interview protocol about e-CLIP. A tape and video recorder were also used to record learning activities and interviews of teachers, students, and school administrators. Frequency, percentage, mean, and content analysis were used to analyze the data. The research findings were as follows:

• Teachers’ competency in using lesson study processes through e-CLIP increased steadily. The teachers completely followed the lesson plan processes.
• Teachers’ teaching competency by integrating English increased steadily.
• Teachers’ technology competency was achieved in the third cycle.
• The teachers’ satisfaction on e-CLIP education management was at a high level. Process training and the follow-up process were the most satisfactory sections.