THE DEVELOPMENT OF A PROFESSIONAL COMPETENCY-BASED TRAINING CURRICULUM TO DEVELOP LEARNERS BASED ON BRAIN-BASED LEARNING CONCEPTS FOR TEACHERS UNDER THE OFFICE OF THE BASIC EDUCATION COMMISSION SAKON NAKHON PROVINCE

Abstract

This study aims to 1) explore the conditions and needs regarding a professional competency-based training curriculum development, 2) develop a training course based on professional competence in teachers 3) enhancing the target teachers’ knowledge and skills in implementing the competency-based learning management according to the core competencies of learners in the elementary level, and 4) examining the satisfaction of the target teachers who used the developed training curriculum. The samples were obtained using the Krejcie & Morgan sample size table. The samples used were teachers, administrators and students under the Office of the Basic Education Commission Sakon Nakhon Province, 590 people. The research tools are questionnaire. And the participants were 120 teachers that 40 childhood level teachers, 40 elementary level teachers, and 40 secondary level teachers were included. The research tools are professional competency-based training curriculum and satisfaction questionnaire. The statistics used in the data analysis were percentage, mean and standard deviation.

The research results are presented as follows: 1) The results of a study of the conditions and requirements of the core competency compliance level with a mean of 4.42 at a high-level Line Compliance Level with an average of 4.54 at the highest-level Compliance level with a mean of 4.02 at a high level and the level of demand according to the performance with an average of 4.55 at the highest level. 2) The components of the developed training curriculum were (1) curriculum background, (2) curriculum principles, (3) curriculum objectives, (4) expected outcomes, (5) curriculum structure, (6) curriculum contents, (7) training time, (8) implementation methods, (9) learning media and innovation, (10) training sites, (11) measurement and evaluation methods, (12) training schedule and (13) appendices. 3) The research finding revealed the quality and suitability of the developed training curriculum that was at the highest level with an average of ( = 4.58, SD = 0.62). 4) The research finding revealed a number of teachers who have a development competency in the highest level that were (1) 33 childhood level teachers representing 82.50% (2) 28 elementary level teachers representing 70.00% and (3) 33 secondary level teachers representing 82.50% and the results of the study of satisfaction in using the curriculum The results showed that (1) early childhood teachers satisfaction was at the highest level  ( = 4.56, SD = 0.50)  (2) primary school teachers satisfaction was at the highest level  ( = 4.53, SD = 0.54) and (3) secondary school teachers had the highest level of satisfaction ( = 4.51, SD = 0.49).