แนวทางการส่งเสริมคุณลักษณะการเป็นบุคคลแห่งการเรียนรู้ของครูในโรงเรียนขยายโอกาส สังกัดสำนักงานเขตพื้นที่การศึกษาประถมศึกษาเชียงใหม่ เขต 6

Abstract

This independent study aimed to 1) investigate the current state of personal mastery among teachers in opportunity expansion schools under Chiang Mai Primary Educational Service Area Office 6, 2) explore guidelines for promoting characteristics of personal mastery among these teachers, and 3) examine the proposed guidelines. The study was conducted in three stages: 1) investigating the current state of personal mastery among 191 teachers using a questionnaire, 2) exploring guidelines for promoting personal mastery characteristics through interviews with six purposively selected experts, and 3) examining the proposed guidelines with 31 purposively selected participants using a checklist. Data were analyzed using percentage, mean, standard deviation, and content analysis. The results revealed that the overall current state of personal mastery among teachers in opportunity expansion schools under Chiang Mai Primary Educational Service Area Office 6 was at a high level. The aspect with the highest current state of characteristics was attitude, while the aspect with the lowest current state of characteristics was habits and behaviors. The proposed guidelines for promoting personal mastery characteristics among teachers in opportunity expansion schools under Chiang Mai Primary Educational Service Area Office 6 included: Habits and Behaviors: 1) conducting research, analyzing data, and creating innovations, 2) practicing reflective writing, 3) attending training and seminars, 4) seeking inspiration from experienced professionals, 5) promoting clear shared vision, 6) creating learning resources, 7) establishing learning communities and networks, and 8) fostering a stimulating and supportive learning environment. Attitude: 1) supporting continuous learning and self-development, 2) building learning communities and collaborative work, 3) creating an enthusiastic and enjoyable learning atmosphere, 4) enhancing self-confidence, 5) promoting acceptance of others' opinions and learning from others, and 6) encouraging learning and self-development from mistakes. Skills: 1) creating learning communities, 2) organizing diverse training and seminars, 3) supporting experiential learning, 4) providing situations to practice analytical and synthetic thinking skills, 5) promoting information search, analysis, and summarization skills, and 6) practicing communication skills. And Knowledge: 1) participating in training, seminars, and academic conferences, 2) establishing learning networks among educational institutions, 3) supporting the use of online learning resources, 4) encouraging knowledge acquisition from various sources, 5) supporting internal supervision and mentoring systems, 6) developing schools into learning organizations, and 7) promoting higher-order thinking skills development. The examination of the proposed guidelines revealed that their suitability, feasibility, and usefulness for promoting personal mastery characteristics among teachers in opportunity expansion schools under Chiang Mai Primary Educational Service Area Office 6 were at the highest level overall.