Development of a Learning Management Competency Model for Physical Education Teachers in Thailand

Abstract

This study aimed to synthesize the components and examine the structural validity of a learning management competency model for physical education teachers in Thailand. In the qualitative phase, in-depth interviews were conducted with five experts in physical education, selected through purposive sampling. A semi-structured interview protocol was employed as the research instrument, and the data were analyzed using inductive analysis. In the construct validation phase, the sample consisted of 186 physical education teachers from primary and secondary schools across Thailand. The sample size was determined using G*Power 3.1. The research instrument was a Likert-scale questionnaire. Data were collected between March and May 2025 and analyzed using Confirmatory Factor Analysis (CFA) with the Maximum Likelihood (ML) estimation method. The findings revealed that the learning management competency of physical education teachers in Thailand comprises six components. The component with the highest standardized factor loading was learning measurement and evaluation, followed by classroom management and learning environment creation, health promotion and physical fitness development, instructional planning, knowledge and skills in physical education, and professional development and collaboration, respectively. The model fit indices indicated that the proposed model was consistent with the empirical data, with a relative chi-square (χ²/df) of 1.99, chi-square value of 203.67 with 102 degrees of freedom, GFI = 0.89, AGFI = 0.82, NFI = 0.98, RMSEA = 0.073, and Standardized RMR = 0.045, all of which met acceptable criteria. These findings suggest that the developed competency model demonstrates adequate construct validity and good model fit, and can be appropriately used as a conceptual framework for the development of physical education teachers in Thailand.