SITUATIONS, PROBLEMS AND GUIDELINES FOR DEVELOPING TEACHER ON LEARNING MANAGEMENT IN DIGITAL ERA UNDER THE NAKHON PHANOM PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Abstract

The purposes of this study were : 1) to examine and compare teacher on learning management in digital era under the Nakhon Phanom Primary Educational Service Area Office 1; and 2) to examine problems and guidelines for developing teacher on learning management in digital era under the Nakhon Phanom Primary Educational Service Area Office 1. The 377 samples consisted of 111 school administrators and 266 teachers followed percent criterion in the sample-sized specification and they were selected by Stratified Random Sampling. The instrument used was a five-rating scale questionnaire with the index item congruence (IC) between .80-1.00, the discrimination between .41-.67 and the whole questionnaire reliability of .92. The statistics employed in data analysis were percentage, mean, standard deviation, t-test (Independent Samples), and F-test (One-way ANOVA). The results revealed that the (1) situations for teacher on learning management in digital era under the Nakhon Phanom Primary Educational Service Area Office1 were at the high level in overall aspects. The comparison of desirable characteristics of teacher in digital era classified by status both school administrators and teachers were statistically significant different at .05 level in overall aspect. Considering by the school-size : small, medium, and large-sized schools, there were not different (2) Problems and guidelines for developing teacher on learning management in digital era under Nakhon Phanom Primary Educational Service Area Office 1 involved the most top-three aspects: Firstly, cooperation, student have little interest in learning. The development guidelines, teachers should have techniques or methods to stimulate students' interest in participating in activities. Secondly, collaborative learning, teachers have different experiences in learning management. The development guidelines, teachers should develop themselves by attending training to increase their knowledge. Thirdly, leadership, teachers leadership. The development guidelines, schools or other agencies should organize activities to promote teacher leadership.