SCHOOL ADMINISTRATIVE TO ENHANCE THE KINDERGARTEN TEACHER’S COMPETENCY BY PROVIDING AN ACTIVE LEARNING EXPERIENCE FOR THE DEVELOPMENT OF SCIENCE PROCESSING SKILLS FOR KINDERGARTEN STUDENTS UNDER SARABURI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Abstract

The objective of this research article was to study school administration that promotes kindergarten teachers' competency in organizing active learning experiences to develop kindergarten students’ science processing skills under the Saraburi Primary Educational Service Area Office 1. It was a combined methods research with a 3-step research method: Step 1: Studying the needs for development that promotes the competency of kindergarten teachers in organizing active learning experiences to develop kindergarten students’ science processing skills under the Saraburi Primary Educational Service Area Office 1. The questionnaire was used, the sample group was 92 kindergarten teachers in the school and interviews with 9 key informants. Step 2: Developing the model by interviewing 5 experts. Steps 3: Trialing and evaluating the model from a sample of 6 people selected purposively. Analyzing quantitative data with basic statistics such as percentages, averages, and standard deviations and qualitative data analysis using content analysis. The research results found that the school administration model promoted the competency of kindergarten teachers in organizing active learning experiences to develop the science processing skills of kindergarten students under the Saraburi Primary Educational Service Area Office 1, it consisted of 3 components; Component 1: organizing English learning for communication according to the international English proficiency standard framework, 4 competencies, consisting of
1) competency in organizing experiences had 7 indicators, 2) Competency in knowledge development had 7 indicators, 3) Competency in human relations had 7 indicators, 4) Competency in participation had 7 indicators. Component 2: The K-POLC management process consisted of 1) Knowledge had 5 indicators, 2) Planning had 5 indicators, 3) Organizing had 5 indicators, 4) Leading had 5 indicators, 5) Controlling had 5 indicators. Component 3: Scientific processing skills, consisting of 6 skills; 1) observation skills, 2) measurement skills, 3) classification skills, 4) organization and interpreting data skills, 5) data annotation skills, and 6) forecasting skills. The results of evaluating the feasibility and usefulness of a school administration model that promoted kindergarten teachers' competency in organizing active learning experiences to develop kindergarten students’ science processing skills under the Saraburi Primary Educational Service Area Office 1, overall, it was at the highest level of feasibility and usefulness.