Guidelines Development of Teachers in Learning Management Competency in Digital age of Armed Forces Academies Preparatory School

Abstract

The purposes of this research were to  1) study the current conditions and preferred conditions of teachers in learning management competencies in the digital age at the Armed Forces Academies Preparatory School, 2) to study the priority needs of teachers in learning management competencies in the digital age at the Armed Forces Academies Preparatory School, and 3) to propose guidelines for developing teachers in  learning management competencies at the Armed Forces Academies Preparatory School. The research’s procedure involves studying the current conditions, the preferred conditions and the priority needs of teachers in learning management competencies in the digital age. The subjects were 99 individuals, comprising 13 educational administrators, 86 teachers, and 10 resource providers namely 8 educational advisors, 1 Chulachomklao Royal Military Academy teacher and 1 Navaminda Kasatriyadhiraj Royal Air Force Academy teacher. The tools used in collecting the data are a questionnaire on the current and preferred conditions of teachers in learning management competencies in the digital age, and an interview form for experts in developing teachers in learning management competencies in the digital age. The tools used in analyzing the data, frequency, percentage, average, standard deviation, priority needs index and qualitative data analysis via descriptive analytics. The results were 1) the overall current conditions ranked at a high level, while the overall preferred conditions ranked at the highest level, 2) the highest priority need is instructional design knowledge and capability, and 3) the approach for developing teachers in all four learning management competencies which includes 1) instructional design knowledge and capability, 2) student-centered learning management, 3) the use and development of technological innovations in learning management, and 4) measurement and assessment.