Development of Indicators for Teachers’ Active Learning Management Competency in Schools under Primary Educational Service Area Offices in Northeastern Thailand

Abstract

This study aimed to: (1) develop indicators of teachers’ active learning management competency; (2) examine the congruence of the structural model of the indicators with empirical data; and (3) develop a manual for using the indicators. The study employed a survey research design and was conducted in three phases. In Phase 1, the components were synthesized from relevant documents and research studies. Operational definitions and indicators were then developed and evaluated for appropriateness by seven experts. In Phase 2, the model was tested using data collected from 500 school administrators and teachers selected through multistage random sampling. The research instrument was a five-point rating scale questionnaire. The item-objective congruence indices ranged from 0.80 to 1.00, the discrimination indices ranged from 0.271 to 0.725, and the reliability coefficient was 0.946. The data were analyzed using confirmatory factor analysis. In Phase 3, a manual for using the indicators was developed and evaluated for appropriateness by five experts. The data were analyzed using the mean and standard deviation.
The findings revealed that:
1. The indicators of teachers’ active learning management competency consisted of four main components, 12 subcomponents, and 72 indicators. The overall appropriateness was rated at the highest level (x̄ = 4.56, S.D. = 0.26).
2. The structural model of the indicators was congruent with the empirical data (χ² = 25.43, p = .65, df = 29, GFI = .92, AGFI = .97, RMSEA = .00). The factor loadings of the subcomponents ranged from .29 to .56.
3. The manual for using the indicators was rated as highly appropriate overall (x̄ = 4.10, S.D. = 0.67).