Guidelines for Developing Teachers’ Learning Management in the Digital Era under the Office of Kalasin Primary Educational Service Area 1

Abstract

This research consists purposes were 1. to study the current and desirable conditions of teachers’ learning management in the digital era 2. to examine the priority needs for teachers’ learning management in the digital era and 3) develop guidelines for improving teachers’ learning management in the digital era under the Office of Kalasin Primary Educational Service Area 1. The study employed a Mixed Methods Research design. The research instruments consisted of a questionnaire and a semi-structured interview. The sample group comprised 300 administrators and teachers, with the sample size determined based on the table of Krejcie and Morgan (1970) The samples were selected using Stratified Random Sampling. The target group consisted of five experts (Connoisseurship), selected through Purposive Sampling. The data collected from the questionnaire were analyzed using descriptive statistics, including percentage, mean, and standard deviation, as well as the Modified Priority Needs Index (PNI Modified). Data from the semi-structured interviews and related documents were analyzed using content analysis. The research findings revealed that 1) The current condition of teachers’ learning management in the digital era was overall at a moderate level (x̅= 3.22, S.D. = 0.80), while the desirable condition was overall at the high level (x̅= 4.25, S.D. = 0.73) 2) The priority needs index (PNI_modified) for teachers’ learning management in the digital era was 0.32 and 3) The guidelines for developing teachers’ learning management in the digital era consisted of two aspects: (1) the use of digital technology for learning measurement and evaluation and (2) the development of learning environment management. The evaluation of the appropriateness and feasibility of these guidelines was overall at the highest level.