The Management Strategies Improving Learning Management Based on 21st Century Trend for Lower Secondary Schools under Chiang Rai Primary Educational Service Area Office 3

Abstract

   The principal objective of this study was to develop the management strategies in improving the learning management based on the 21st century trend for lower secondary schools under Chiang Rai Primary Educational Service Area Office 3. There were 3 sub-objectives: 1) to examine the state of teachers’ learning management; 2) to investigate supporting state for teachers in the learning management; and 3) to develop the management strategies in improving the learning management based on the 21st century trend. The rating-scale questionnaire was used to collect the data from school administrators and teachers. The data was analyzed by mean and standard deviation. Also, the interview data was analyzed by content analysis and then synthesized to identify causes and effects affecting the learning management. After, the management strategies based on the 21st century trend was formulated. Draft 1 of the strategies was validated by honorary experts by means of focus group discussion and then reanalyzed the content and finally improved the developed strategies for Draft 2. The 2nd draft was again validated for appropriateness and feasibility by honorary experts based on mean and standard deviation. The revision was made as of suggestions to formulate the final draft of management strategies in improving learning management based on the 21st century trend. The findings revealed that:
   1. The state of learning management by teachers, in overall, was found at the fair level. The aspects holding the highest mean but at the high quality level were the management process of school administrators, followed by skills in developing learning management using child-centered approach, curriculum development and implementation, building student learning styles, building positive classroom atmosphere. The aspects with fair quality level were development of skills in using innovative learning and building morality and ethics, authentic assessment, computer literacy, and skills in classroom action research.
   2. The state of encouragement and support for teachers in learning management, in overall, was at the low quality level. The aspects holding the highest mean but at the fair quality level were management process of school administrators, development of skills in learning management based on child-centered approach, curriculum development and implementation, building learner’s learning styles, building positive classroom atmosphere, authentic assessment, computer literacy, classroom action research, and morality and ethics.
   3. The developed management strategies in improving learning management based on the 21st century trend were: Strategy 1 Developing change management skills for school administrators; Strategy 2 Empowering teacher’s morality and ethics; Strategy 3 Developing classroom management skills; Strategy 4 Developing classroom learning management skills. All 4 strategies comprised 22 procedural mechanisms and 25 success indicators. The evaluation results of the developed strategies indicated appropriateness and feasibility at the highest level.