THE DEVELOPMENT OF TEACHER’S LEARNING MANAGEMENT COMPETENCY BASED ON BUDDHIST PRINCIPLES, IN SCHOOLS UNDER PHRA NAKHON SI AYUTTHAYA SECONDARY EDUCATIONAL SERVICE AREA OFFICE

Abstract

This research article aims to: 1) Study the needs assessment for developing teachers’ learning management competency; 2) Develop teachers’ learning management competency based on Buddhist principles; and 3) Evaluate the teachers’ learning management competency based on Buddhist principles in schools under the Phra Nakhon Si Ayutthaya Secondary Educational Service Area Office. This study employed a multi-phase mixed-methods research design. The data was collected through a questionnaire administered to 302 teachers and educational personnel, interviews with 15 key informants, a focus group discussion with 9 experts, and a seminar involving 15 school administrators. Subsequently, the manual for learning management competency development based on Buddhist principles was implemented in four schools, followed by an assessment of the competencies of 170 teachers. Quantitative data was analyzed using percentage, mean, standard deviation, and Modified Priority Needs Index (PNI_modified), while qualitative data was analyzed using content analysis.

The research findings revealed that: 1) The highest priority need for developing teachers’ learning management competency in schools under the Phra Nakhon Si Ayutthaya Secondary Educational Service Area Office was the competency in building relationships and cooperation with the community for learning management. 2) The development of teachers’ learning management competency based on Buddhist principles involved translating theoretical frameworks into practice in accordance with the standards of the Office of the Basic Education Commission covering six functional competencies: (1) curriculum and learning management, (2) learner development, (3) classroom management, (4) analysis, synthesis, and research for learner development, (5) teacher leadership, and (6) relationship building and community cooperation for learning management, integrated with Vuddhidhamma, and (3) the evaluation of the manual for developing teachers’ learning management competency based on Buddhist principles, in terms of utility and feasibility, was overall at the highest level. 3) The evaluation results of the teachers’ learning management competency based on Buddhist principles after the development was at the highest level.