characteristics of administrators promote active learning based on Iddhipâda 4 of school in kamphaeng phet primary educational service area office 2

Abstract

 This research article has two objectives:  1) to study the characteristics Of Administrators Promote Active Learning and  2) to find the guidelines for Characteristics Of Administrators Promote Active Learning Based On 4 Iddhipâda Of School In Kamphaeng Phet Primary Educational Service Area Office 2. The research populations were 1,460 and The research sample group were 303 administrators and teacher  from 108 schools in Kamphaeng Phet Primary Educational Service Area Office 2. The mixed method was used by collecting data 5 rating scale questionnaires, with a reliability coefficient of 0.97 and by interviewing with 9 key informants with semi-structured interviewing form to find the guideline for development of characteristics Of Administrators Promote Active Learning and  2) to find the guidelines for Characteristics Of Administrators Promote Active Learning Based On 4 Iddhipâda. The data analysis statistics were frequency distributions percentage, mean and standard deviation. The results of the research showed that: 1) The characteristics of administrators promoting active learning in schools under Kamphaeng Phet Primary Educational Service Area Office 2 were overall rated at the highest level. When ranked by mean scores from highest to lowest, the characteristics were: vision and administrative capabilities, academic leadership, human relations, responsibility and self-dedication with exemplary work ethic, and administrative support. All five aspects were rated at the highest level. 2) Guidelines for developing administrators' characteristics that promote active learning according to the Four Paths of 4 Iddhipâda are as follows: 1) Regarding vision and administrative capabilities, administrators should enthusiastically pursue new knowledge to broaden their vision, recognize the importance and benefits of active learning, with student quality as the ultimate goal. 2) For academic leadership, administrators should recognize the importance of learning materials and textbooks, select beneficial resources, allow teachers to participate in resource selection to meet student needs, monitor and evaluate resource utilization, and continuously improve. And 3) Concerning human relations and communication, administrators should continuously develop communication skills, use appropriate language and communication methods to foster understanding and good relationships, reduce conflicts, and evaluate communication effectiveness by listening to feedback from teachers and stakeholders for improvement. 4) For responsibility and role modeling, administrators should develop themselves as examples and inspirations to motivate teachers to implement active learning, listen to teachers' opinions, evaluate results, analyze data, and use findings to improve learning management. 5) Regarding support and implementation of evaluation results, administrators should promote supervision, create positive environments, employ diverse evaluation methods, use evaluation data to design teacher development plans, analyze results, and adjust administrative policies and strategies accordingly.