Guideline for the Administration Learning Management Banmaekonnai School Chiangdao District Chiangmai Province

Abstract

The objectives of this research were to investigate the learning management contexts and to propose the learning management guidelines to the school of Ban Mae Kon Nai School in Chiang Dao district, Chiang Mai province. The population involved in this study consisted of 20 administrators and teachers of the school in the 2018 academic year. The research instruments included the questionnaire with the 0.96 reliable value and a group discussion record. The research methodology was composed of two steps: investigating the learning management contexts and formulating the learning management guidelines, and critiquing the guidelines by means of a group discussion. The quantitative data were analyzed for frequency, percentage, mean and standard deviation. The Content Analysis was used to analyze the qualitative data.

The research results are summarized as follows.

1. The learning management contexts of the school were generally found to be at a moderate level. When each aspect was taken into consideration, it was found that those with a low level of learning management were school curricula and subject strands, followed by instructional media and technology, local learning resources and wisdom, and teachers respectively.

2. The learning management guidelines of the school were summarized as follows.

2.1 Regarding the school curricula and subject strands, there should be a curriculum analysis by training the school teachers how to conduct the analysis with the guidance from curriculum analysis specialists. The implementation of the curricula should be monitor, followed up and assessed by both internal and external experts and committees. An annual analysis of strengths and weaknesses should be conducted in an attempt to improve and modernize the curricula and subject strands.

2.2 With regard to teachers, they should be officially informed of their professional development in the forms of professional learning community and competencies of 21st century teachers. Knowledge and experience sharing activities about learning management should be conducted within and between schools. Examples of successful professional development in the form of professional learning community related to learning management should be provided to teachers. Furthermore, the implementation of professional learning community to improve and solve learning management problems should be monitored, followed up and assessed. Meetings should be organized for teachers to reflect their self-development results.

2.3 For instructional media and technology, teachers should be encouraged to produce their own instructional media and technology for learning management, and workshops for teachers to produce them should be organized. The implementation of the media and technology for learning management should be monitored, followed up and assessed. Meetings should be held for teachers to reflect the results of media and technology use for learning management.

2.4 As for local learning resources and wisdom, projects/activities to promote the use of local learning resources and wisdom should be planned by collaborating with the local communities as well as inviting folk scholars and local wisdom leaders to teach students. Technology should be used to share experiences, products or innovations derived from the utilization of local learning resources and wisdom through learning social media. The implementation of local learning resources and wisdom for learning management should be monitored, followed up and assessed with the participation of representatives from the local communities. An exhibition to showcase the products or innovations derived from the utilization of local learning resources and wisdom for learning management should be organized.