Abstract

<p class="apa">This research was aimed to 1) study current conditions, problems, and needs of teachers for development and learning management in the extended educational opportunities schools (EEOSs: schools where they extended fundamental education from primary level of six years to lower secondary level of nine years), in Thailand, 2) develop the system of teacher development for the learning management, 3) implement and extend the results of study to other EEOSs. Research methodology was based on research and development approach which divided into three stages as follows: Stage 1) Preliminary study on current conditions, problems, and needs from related literature. The synthesis of related ideas and theories were then validated by the survey on the subjects representing school administrators and academic affairs teachers. Statistics used were percentage, means, and standard deviation. Stage 2) System development for the learning management was validated by nine educational experts. The validity of the system was based on feasibility and content appropriateness. Stage 3) Implementation of the system. The school performed teacher development program according to the procedures described in the manual. There were five research tools used which included: data survey, semi-structure interview, knowledge evaluation, learning management competency evaluation, and satisfaction evaluation. Research finding reported that the teachers needed professional development on professional training, study visit, and internal supervision. The system of teacher development has four main factors: input, process, output, and feedback. Overall, the system was the standard baseline for effective training in the EEOSs and possible to implement in other schools for learning management and student effectiveness.</p>

Highlights

  • 1.1 Importance of Teachers DevelopmentTeacher is the main factor contributing to educational quality development

  • The system was the standard baseline for effective training in the EEOSs and possible to implement in other schools for learning management and student effectiveness

  • For the implementation of the system, it found that the management of learning in the EEOS had improved as the following areas

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Summary

Introduction

Teacher is the main factor contributing to educational quality development. The nation can be developed from the responsibility of teacher. The National Education Act 1999 foresees that teachers are the key factors in educational reform and development. Teacher development is the important strategy to enhance professional. Teacher will be able to perform tasks with effectiveness and create learning experience with efficiency. This impact will be resulted in fully developed students. It is needed that development of teacher professional should incorporate the process in enhancing of knowledge, ability, and attitude. All of these are the main contributions for teacher performance. Students are benefit from developed teachers in terms of mind, body, and social interaction (Udom, 2013; Mongkolwanich, 2012)

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