Model Development on the 21th Century Learning Management Competency that Affects to Learner Quality of Teachers in Surat Thani Province

Abstract

This study had objectives to synthesize factors and indicators of the competency model in learning management (LMC-3R8C Model) and search for the value of the LMC-3R8C model apart from examining the validity of the empirical data. The mixed-method research operation were; research synthesis, interviews, focus group discussions, and path analysis; used research instruments; a report record form, an interview form, a focus group record form, and a questionnaire of teacher opinions on learning management competency, for data collected from; 260 reports, 48 key informants and target groups, and 354 sample teachers in Surat Thani Province, and were analyzed both; 1) content analysis, 2) descriptive statistic; frequency, percent, mean, standard deviation, coefficient of correlation, and 3) path analysis, SEM as well. 

            The result of this research showed that; the LMC-3R8C Model had 4 factors and 13 indicators: the knowledge factor consisted of 2 indicators, teaching profession and content arrangement; the characteristic factor consisted of 2 indicators; teacher characteristic and attitudes towards the teaching profession; learning management factor consisted of 6 indicators: (1) learner analysis (2) learning design (3) learning preparation (4) learning process (5) learning evaluation, and (6) learning improvement and research for development; and learner quality factor consisted of 3 indicators: (1) learning achievement (2) learning development and (3) 3R8C learning skills, which the causal relationship structural diagram had 1 latent variable and composed 3 observed variables, 3 causal factor variables which had 10 observed variables, and 5 influential lines, which was consistency and in harmony with the empirical data, and 97 percent of the covariance in the learner quality latent variables could be explained.