Problems and Guidelines about Learning Management of Prathomsuksa 1 Thai Language Teachers under a Group of Schools at the Basic Education Level Participated in the Project for the Development of Education and Local Development with Higher Educa

Abstract

The objectives of this research were (1) to investigate levels of problems of learning management among Prathomsuksa 1 (Primary Education Level 1) Thai language teachers, (2) to compare personal characteristics of the Thai language teachers affecting the problems of learning management, and (3) to propose guidelines for the development of learning management for the Thai language teachers. The samples were 56 teachers under the Project for the Development of Education and Local Development with Higher Education Institutions as Mentors (U-School Mentoring Project) in the upper central region network. The research tools used for data collection were questionnaires and interviews. Statistics used for data analysis included mean and standard deviation, and statistics for hypothesis testing were t-test independent, F-test, and LSD test.

The results showed that the problems of learning management of Thai subject at Prathomsuksa 1 were at a high level in all dimensions. The first dimension with the highest average was teaching methods. As for the problem of learning management of Thai grammar among the teachers of Prathomsuksa 1, it was found to be at the moderate level in every stage, and the first highest average was the measurement and evaluation stage. Regarding the investigation of the Thai language teachers’ personal characteristics, including gender, age, education, and teaching experience in schools, only the teaching experience was found to have effects on the problems of learning management at the significant level of 0.05. Concerning the guidelines for the development of learning management for the Thai language teachers of Prathomsuksa 1, there are two approaches. The first one is teacher development, which includes encouraging teachers to perform self-development, creating a mentoring system in a school, and conducting knowledge sharing with networks outside the schools. The second approach is learner development and development of learning management, i.e. analyzing individual learners, organizing extra activities to enhance learning for learners, and also measuring and evaluating learning outcomes.