The Development of Teacher Competency in Active Art Learning Management Using Davies' Model of Practical Skill Instruction at Nachuakpittayasan School

Abstract

This research consists purposes were 1. to develop teachers’ knowledge and understanding of active art learning management using Davies’ practical skills instructional model at Nachuakpittayasan School 2. to enhance teachers’ skills in active art learning management using Davies’ practical skills instructional model and 3. to examine teachers’ satisfaction toward the development of competencies in active art learning management using the same model. This study employed a quantitative research design. The research instruments consisted of an achievement test, an observation form, a learning management plan appropriateness assessment form, a learning management skills assessment form and a teacher satisfaction questionnaire. The sample group comprised six teachers from the Arts Learning Area at Nachuak Pittayasan School. In addition, three key informants were purposively selected, including an expert trainer in active arts learning management, a deputy school director, and an educational supervisor. The data collected through the research instruments were analyzed using descriptive statistics with a statistical software package, including percentage, mean, and standard deviation. The research findings revealed that 1) Teachers’ average scores in knowledge and understanding of active art learning management increased from 48.33% to 83.33%, and all teachers demonstrated improvement after participating in the workshop. 2) Teachers developed their skills in active art learning management using Davies’ practical skills instructional model through instructional supervision. In the first cycle, the overall mean score was at a high level (x̅= 3.99, S.D. = 0.46), four participants achieved the expected development at a high level or above, while two participants did not meet the criteria and were further developed in the second cycle through peer-assisted activities and problem-solving improvement activities. As a result, these participants improved their lesson plan design and instructional management skills to the highest level (x̅= 4.57, S.D. = 0.02) and 3) Teachers’ satisfaction toward the development of competencies in active art learning management using Davies’ practical skills instructional model was at the highest level overall (x̅= 4.57, S.D. = 0.02)