Guidelines Development of English Teachers’ Learning Management Competency in the Digital Age Under the Office of Nakhon Sawan Primary Educational Service Area Office 2

Abstract

The objective of this research was to investigate the competency and guidelines for the development of learning management competency in the digital age of English teachers in schools under the supervision of Nakhon Sawan Primary Educational Service Area Office 2. The research methodology was divided into two steps: The first step was to study the competency and guidelines for the development of learning management in the digital age for English teachers in schools under the supervision of Nakhon Sawan Primary Educational Service Area Office 2. The sample consisted of 103 English teachers selected through stratified sampling. The research instrument was a questionnaire about learning management competency in the digital age for English teachers. The data were analyzed using basic statistics including mean and standard deviation. The second step was to study the guidelines for the development of learning management competency in the digital age for English teachers. The informants were five experts, selected by purposive sampling. The in-depth interview was conducted to gather information about the competency and guidelines for the development of learning management in the digital age. The data were statistically analyzed using content analysis.

The results of the study revealed that 1) The competency of English teachers in learning management in the digital age in schools under Nakhon Sawan Primary Educational Service Area Office 2 was found to be at a high level; 2) Five guidelines for the development of learning management competency in the digital age for English teachers were identified: 1) The Educational Service Area Office should provide support for the use of digital platforms in learning management and various teaching and learning techniques through various channels. 2) The Educational Service Area Office should provide training to develop the creation of new innovative approaches; 3) Teachers should design learning activities and apply digital media that can meet the needs and aptitudes of learners; 4) The Educational Service Area Office should provide training on processes and learning arrangements that develop innovative thinking and digital technology skills; and 5) English teachers should encouraged to organize learning activities that allow learners to practice their English language skills independently using various learning sources.