Development of a Participatory Supervision Manual to Enhance Design Thinking in Active Learning Management for Upper Elementary School Teachers
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Abstract
This research aims to develop instructional practices aligned with 21st-century changes by applying design thinking processes to active learning, as traditional teaching methods have limitations in developing students' potential. The objectives were to study problems and needs in supervision, develop and determine the effectiveness of a participatory supervision manual, examine the effects of the manual on teachers' design thinking abilities in active learning management, and assess teachers' satisfaction with the participatory supervision manual. The research employed a Research and Development (R&D) methodology with a sample of 84 sixth-grade teachers from 42 schools, selected through multi-stage random sampling. Research instruments included questionnaires, interviews, design thinking ability assessments, and satisfaction surveys. Data were analyzed using means, standard deviations, and t-tests. Results revealed that teachers had a high level of need for developing design thinking abilities in learning management. The developed supervision manual demonstrated the highest level of appropriateness and met the 80/80 efficiency criteria. After implementation, teachers' design thinking abilities in learning management significantly increased at the 0.5 statistical level. Analysis of teachers' active learning management following the use of the participatory supervision manual, which incorporated design thinking processes, showed that teachers demonstrated high-level competency in active learning management overall. Teachers reported the highest level of satisfaction with the manual. A key finding was that integrating design thinking processes with participatory supervision effectively enhanced teachers' active learning management capabilities, presenting a novel approach to teacher professional development that emphasizes participation and learning innovation
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