Teacher Development Model in Learning Management Using Phenomenon-based Learning of Schools in the Khiri Rat Nikhom 3 Network under the Surat Thani Primary Educational Service Area Office 2

Abstract

The purposes of this research article were 1) to study the problems of Phenomenon-based Learning; 2) to create a teacher development model using Phenomenon-based Learning; and 3) to evaluate the effectiveness of using the teacher development model in learning management using phenomenon-based Learning. A 3-step research and development process were used as follows: Step 1 was to study the problem. The sample group consisted of 97 people, including school administrators, heads of academic administration groups, and teachers, by stratified random sampling. The instrument used was a questionnaire. Step 2 was to develop a teacher development model by drafting the model and the manual for using the model. The theoretical validity and feasibility were checked by 5 experts. The instrument used was a model checklist. Step 3 was to evaluate the effectiveness of using the model. The sample group consisted of 5 target schools. The informants were school administrators, heads of academic administration groups, and teachers, totaling 30 people. The instruments used were a knowledge test, a learning management skills assessment, and a satisfaction assessment. The data were analyzed using basic statistics, namely frequency, percentage, mean, standard deviation, and t-test. The research results found that 1) the overall problem of Phenomenon-based learning was at a high level; 2) the teacher development model had 4 components, namely principles, objectives, and operating mechanisms, consisting of 3 steps of teacher development methods, namely workshops, supervision, and evaluation, and the steps of phenomenon-based Learning. The model had a theoretical plausibility and overall was at a high level; and 3) the results of the evaluation of the effectiveness of using the teacher development model using phenomenon-based learning found that 3.1) in terms of knowledge, the participants had a higher knowledge score after development than before development at a statistical significance level of .01, in accordance with the research hypothesis, 3.2) the results of the evaluation of learning management skills according to the model were at a high level overall, and 3.3) teachers were satisfied with the model at a high level overall.