Developing a Model to Enhance Junior High School Teacher 21st Century Learning Management Competencies

Abstract

This study pursues a comprehensive tripartite agenda: firstly, to investigate the essential requisites for formulating a model geared towards augmenting teachers’ 21st century learning management competencies; secondly, to design a tailored model aligned with these competencies; and thirdly, to scrutinize the tangible impact of model implementation. Employing a multi-phased approach involving meticulous need analysis, model development, and real-world implementation, this study navigated a dynamic educational landscape. Phase 1 involved 353 participants, collectively shaping the foundation for subsequent phases. Phase 2 harnessed the expertise of five seasoned educators and scholars to collaboratively refine and assess the model. Phase 3 expanded the scope to encompass 24 junior high school teachers and 36 educational stakeholders, further validating the model’s utility. The outcomes highlight a model encompassing curriculum development, learner-centered active learning strategies, media and technology integration, authentic learning assessment, and conducting research for learner development. This comprehensive model was fashioned as a dynamic workshop, integrating face-to-face training, coaching training, and online modules, thereby catering to diverse learning preferences. Remarkably, the model’s implementation elicited substantial benefits: significant enhancements were observed in teachers’ 21st century learning management skills, while students’ 21st century skills also experienced discernible progress. Notably, the model’s overall quality, rigorously evaluated through the CIPPIEST model, reaffirms its excellence and potential for sustainable educational advancement.