Active Learning Management of School Adminstrators

Abstract

            This study aimed to examine the current conditions, desired conditions, and needs assessment of active learning management by school administrators under Nong Khai Primary Educational Service Area Office 1. The sample consisted of 302 school administrators and teachers, selected using Krejcie & Morgan table and stratified random sampling by school size. The research instrument was a 5-point Likert scale questionnaire with overall reliability of 0.98. Data were analyzed using means, standard deviations, and Priority Needs Index Modified (PNI Modified). The findings revealed that current conditions were at a high level overall. By dimension, professional learning community networks ranked highest in mean scores, while curriculum and active learning management ranked lowest. Desired conditions were at the highest level overall. By dimension, professional learning community networks and learning technology and innovation tied for the highest mean scores, while curriculum and active learning management ranked lowest. The Priority Needs Index for active learning management by school administrators showed that curriculum and active learning management had the highest need priority (PNI Modified = 0.166), while internal supervision system promotion had the lowest need priority (PNI Modified = 0.141).