GUIDELINES FOR DEVELOPING CLASSROOM ACTION RESEARCH SKILLS OF TEACHERS AT THE PANYAPIWAT INSTITUTE OF MANAGEMENT DEMONSTRATION SCHOOL

Abstract

The objectives of this research were to 1) study the current conditions, the desirable conditions, and the needs for conducting classroom research among teachers, and 2) study guidelines for developing teachers' classroom research skills at the Panyapiwat Institute of Management Demonstration School. This study employed a mixed-methods research design. The target group consisted of 78 teachers at the Panyapiwat Institute of Management Demonstration School, Nonthaburi Province, in the second semester of the 2024 academic year, and 5 experts. The research instruments were a questionnaire, with a reliability coefficient of 0.982, and an interview schedule. Quantitative data were analyzed using descriptive statistics, namely percentages, means, standard deviations, and the priority needs index (PNI), while qualitative data were analyzed through content analysis.

The results revealed that 1) the current conditions of teachers' classroom research were rated at a high level ( = 3.80, = 0.77), whereas the desirable conditions were rated at the highest level ( = 4.57, = 0.47). The most essential area of development needed was research instrument development and utilization skills, followed by research design skills, data analysis and interpretation skills, problem analysis and research objective formulation skills, and research utilization skills, respectively. Morover, 2) the proposed guidelines for developing teachers' classroom research skills at the Panyapiwat Institute of Management Demonstration School were classified into five domains: (1) workshops for practicing research question formulation, (2) classroom-based case studies of real problems, (3) small group activities through professional learning communities (PLCs), (4) training in research objective setting, and (5) mentoring and evaluation support. Each domain consisted of five guidelines, totaling 25 guidelines.