The Development, Management and Teachers to Enhance Their Education Phayao Provice to Support Basic Education Reform Education Act 2015 - 2021

Abstract

   This research aimed: 1) to develop a teacher competency model that emphasizes self-directed learning. The basic education of Phayao; 2) to develop a development model. Health Organization; 3) to study the management strategy model. Basic education in the context of multicultural society in Phayao province; 4) to develop a model of teacher and management involvement; and 5) to study the model of risk management in sport and recreation in educational institutes in Phayao Province. The results of the study were as follows.
   1. The development of the instructional model to enhance the teaching competency for the learners to create their own knowledge for the teacher, the findings were found the principles of teaching style including:
   1.1 Cognitive learning would be well, if the instructor adopted the Hebrew teaching technic which emphazed on problem based technic and practice in learning and control of learners’ learning.
   1.2 Learning from observation of the model’s practice together with advice and assistance for enhancing learning from the model to improve the learners to the higher stage.
   1.3 Assignment of complex and diverse work would help the learners to develop his / her performance in sequence.
   1.4 Reflective learning would help the learners to gain knowlwdge and understanding, and to develop themselves continuously.
   2. The model of organizational health development of secondary schools in Phayao Province, the findings were purposed the model with three main components, namely, Factors, Process, and Productivity. The compoment of Factors was divided into three aspects: Institution, Administrators, and Teachers and Staff. There were 18 sub-factors. Furthermore, the compoment of Process was separated to four aspects: Analysis, Design, Implementation and Supervision, and Reflection. In addition, the compoment of Productivity was considered by two aspects: Student Achievement and School Reputation (products of students, teacher, and administrators).
   3. Strategies for educational management of basic education institutions in the context of multicultural society in Phayao Province comprised of five strategies: the first strategy was to develop the curriculum in accordance with the strategic context; the second was to design teaching and learning processes according to the strategic standards; the third was to Personnel Development Quality Strategy; the fourth was to promote parental involvement; and the fifth was to establish student dormitory services.
   4. Form of participation of administrators and teachers in educational management of basic education institutions in Phayao Province consisted of two components. The first component was the structure of executive committee participation in educational management of basic education institutions in Phayao Province such as Director and Deputy Director of the educational district, Institution’s Director, Institution’s Deputy Director, Education Supervisor, and representatives of teachers in the institution. The roles of the committee for participation in management of basic education institutions in Phayao Province were to set goals and policies for participation, to promote and support the participatory management, to engage and develop the participation of administrators and teachers, and to monitor, supervise, evaluate and report on performance. The second component was the participation in educational management of basic education institutions in Phayao which composed of three aspects: co-operation, joint monitoring and evaluation.
   5. The compositions of the risk management model for physical education instruction were: 1. the risk management policy for teaching and learning in physical education; 2. the objectives of risk management in teaching and learning in physical education; 3. the Executive Committee; and 4. the risk management process in teaching physical education.