A STUDY ON THE CURRENT STATE OF 21st CENTURY LEARNING MANAGEMENT SKILL DEVELOPMENT FOR TEACHERS IN SCHOOLS UNDER BANGKOK METROPOLITAN ADMINISTRATION

Abstract

This research article aimed to study the current state of 21^st-century learning management skill development for teachers in schools under the Bangkok Metropolitan Administration. This quantitative research involved a population of 14,296 teachers from 437 schools across 50 districts under the Bangkok Metropolitan Administration. A sample of 375 teachers was determined using Krejcie and Morgan’s table. The research instrument was a 5-level rating scale questionnaire. Data were analyzed using mean and standard deviation.

The research findings revealed that the current state of 21st-century learning management skill development for teachers in schools under the Bangkok Metropolitan Administration was, overall, at a high level of practice in all aspects. The items with the highest level of practice in each aspect were as follows: 1) Curriculum Development: teachers designed learning units emphasizing the development of learners' competencies; 2) Learning Management Emphasizing Thinking and Practice: teachers used thought-provoking questions to promote analytical thinking and problem-solving; 3) Creating a Learning Environment: teachers promoted a culture of listening to different opinions and mutual respect; 4) Professional Knowledge Sharing: teachers utilized feedback from reflection to improve their teaching; 5) Use of Media and Technology: teachers served as good role models in using technology creatively and ethically; and 6) Evaluation: teachers assessed learners' thinking and practical skills based on authentic assessment.