กลยุทธ์การพัฒนาสมรรถนะการจัดการเรียนรู้เชิงรุกของผู้สอน ระดับปฐมวัย โรงเรียนนภาเชียงใหม่

Abstract

The purposes of this independent study were 1) to study the current states, desirable states, and needs assessment regarding Early Childhood Teachers’ Active Learning Management Competency at Napa Chiangmai School, 2) to develop the strategy for developing Early Childhood Teachers’ Active Learning Management Competency at Napa, and 3) to examine the strategy for developing Early Childhood Teachers’ Active Learning Management Competency at Napa. This study was divided into three phases: Phase I the study of current states, desirable states, and needs assessment regarding Early Childhood Teachers’ Active Learning Management Competency at Napa Chiangmai School. The population in this phase was 29 people, consisting of 3 school administrators, 6 school board committees, 4 department heads, and 16 teachers. The study instrument was the questionnaire of current states and desirable states regarding Early Childhood Teachers’ Active Learning Management Competency at Napa Chiangmai School. Phase II the development of the strategy, the informants in this phase were 9 people using purposive sampling consisting of two school administrators, two school board committees, two department heads, and three teachers. The study instrument was the AIC task instructions. And Phase III the examination of the developed strategy, the 5 experts from purposive sampling examined the developed strategy. The study instruments were the strategy for developing Early Childhood Teachers’ Active Learning Management Competency at Napa examination forms. The descriptive statistics used in this study were frequency, percentage, mean, and standard deviation. The results of this study found that 1) the Early Childhood Teachers’ Active Learning Management Competency at Napa Chiangmai School had the average of current states at 3.37 and standard deviation at 0.97 being at the moderate level. The Early Childhood Teachers’ Active Learning Management Competency at Napa Chiangmai School had the average of desirable states at 4.60 and standard deviation at 0.63 being at the highest level. And the overall need to develop had a PNImodified at 0.36, 2) The strategy for developing Early Childhood Teachers’ Active Learning Management Competency at Napa contained 6 components which were vision, mission, goal, strategy, project/activity, and key performance indicator, having 2 strategies composed of 9 projects and 15 activities. And 3) the overall examination results of this developed strategy had an average of 4.86 and standard deviation at 0.31 which was at the highest level when arranged in descending order showing the feasibility, the suitability, and the consistency. It indicated that they passed the criteria.