The Development of Positive Classroom Management Model to Develop Modern Early Childhood Teachers Skills of Small Schools in Phetchabun

Abstract

The objectives of this research were: 1) to study the current conditions and needs for positive classroom management; 2) to develop a positive classroom management model; and 3) to evaluate the satisfaction towards the implemented model. This study employed a Research and Development (R&D) design, divided into three phases: 1) situational analysis of current conditions and needs; 2) development of the positive classroom management model; and 3) evaluation of satisfaction among early childhood teachers. The research instruments included interviews and questionnaires for the first phase, a learning skills assessment for the second phase, and a satisfaction evaluation form for the third phase. The sample consisted of 60 early childhood teachers who participated in the training program. Data were analyzed using t-test, mean, and percentage. The research findings revealed that 1) Regarding the study of current conditions, classroom management was identified as a core teacher competency consisting of three components: promotion of learning and safety, information management, and classroom supervision. The most prevalent features included the provision of storybook corners (98.33%), the implementation of integrated activities (88.33%), and the use of classroom transition and attention-getting techniques (95.00%). Environment settings were typically updated once a month, while 42.50% of respondents identified external environmental factors as a primary challenge. 2) The developed positive classroom management model comprised three main components: (1) Physical environment, (2) Social environment, and (3) Educational environment. The evaluation of the model indicated that: 2.1) post-training scores for positive classroom management were significantly higher than pre-training scores at the .05 level; and 2.2) technological skills significantly improved following the intervention at the .05 level. 3)  The overall satisfaction towards the positive classroom management model was at the highest level (Mean = 4.88, Standard Deviation = 0.32).