Develoment of the 21st Century Learning Management Competency of Teachers in the Schools under Bangkok Metropolitan Administration

Abstract

The objectives were to 1) study the components of the 21^st century learning management competencies of teachers in the schools under Bangkok Metropolitan Administration, 2) develop a training program to enhance the 21^st century learning management competencies of teachers in the schools under Bangkok Metropolitan Administration, and 3) study the effectiveness of the training program for enhancing the 21^st century learning management competencies of teachers in schools under the Bangkok Metropolitan Administration. The research was conducted in three stages. Stage 1: studying the components of the 21st century learning management competencies of teachers in schools under the Bangkok Metropolitan Administration. The sample consisted of 500 teachers, selected through multistage sampling. Data were analyzed by using frequency, percentage, mean, standard deviation, and exploratory and confirmatory factor analysis. Stage 2: developing a training program based on the component with the highest eigenvalue, "learning activity management". The program was then evaluated for its appropriateness and consistency by a panel of seven experts. Data were analyzed by using chi-square statistics. Stage 3: evaluating the effectiveness of the training program by implementing it with 30 teachers. The participants’ competencies were measured before and after the training. Data were analyzed by using mean, standard deviation, and a paired sample t-test. Teacher satisfaction with the training was evaluated by using mean, standard deviation, and comparing the mean score with the set criteria (3.50). The research findings indicated that 1) the 21^st century learning management competencies of teachers consisted of 5 components: managing learning activities, creating learning networks, using media and technology in learning management, developing students' learning skills, and developing students' knowledge creation. The developed training program consisted of three learning units: 1) Designing Learning Management, 2) Organizing Learning Activities, and 3) Assessing and Evaluating Learning Outcomes. The program included components such as significance, concepts and principles, objectives, content, methods of implementation, training duration, training materials, and assessment and evaluation. The highest eigenvalue was "learning activity management". The 21^st century learning management competencies of teachers after the training compared to before the training were higher significantly at the .01 level. Furthermore, their satisfaction with the training was at the highest level and significantly higher than the criteria at the .01 level.