The guidelines of administrators learning management under nakhon sawan provincial office of learning encouragement according to the Iddhipatha IV

Abstract

This Research Article of the following objectives. 1) study the learning management practices of administrators affiliated with the Provincial Office for the Promotion of Learning in Nakhon Sawan Province and 2) identify strategies for managing learning by administrators affiliated with the Provincial Office for the Promotion of Learning in Nakhon Sawan Province based on the Iddhipāda IV. Utilizing a mixed-methods research design, quantitative data was collected from educational administrators, school managers and teachers, totaling 136 individuals. Research tools included proportional questionnaires and estimations. Data analysis involved frequency, percentage, mean, and standard deviation calculations. Qualitative research methods included semi-formal interview with 9 key informants, and content analysis was employed for data analysis. From the study found that: 1. In Overall, the learning management practices of administrators affiliated with the Provincial Office for the Promotion of Learning in Nakhon Sawan Province were rated as high. However, upon closer examination, it was found that curriculum development scored the highest, followed by learning activity organization. In contrast, media and educational technology innovation and assessment and evaluation had the lowest average scores.  2. Guidelines for developing learning management among administrators affiliated with the Provincial Office for the Promotion of Learning in Nakhon Sawan Province based on the Iddhipāda IV: 1) Curriculum Development: Administrators should support teachers to create curricula that align with societal contexts and prioritize current learning trends while fostering engaging and meaningful learning environments. Teachers should demonstrate passion for their work and learning to stimulate students' enthusiasm for learning, while also focusing on developing empathy and intentionality in students to facilitate their growth into quality professionals. 2) Learning Activities Management: Administrators should support teachers to conduct experiential or hands-on learning activities to create joy in learning and develop students' skills. They should create an environment that fosters enthusiasm among students and understands each student's needs, fully supporting their learning in all aspects of competency development and subject understanding. 3) Media and Educational Technology Innovation: Administrators should support teachers to have a love for learning and diligently seek additional knowledge to develop the use of media and educational technology innovations in student-centered teaching. This approach helps generate student interest in learning and provides support and guidance in addressing problems arising from the use of developed media, ensuring that students receive highly effective and efficient learning outcomes. And 4) Assessment and Evaluation: Administrators should support teachers to observe and record students' learning behaviors and progress to assess and improve future teaching practices. Additionally, they should prioritize student satisfaction with teaching practices to refine learning processes according to the school's needs.