THE GUIDANCE OF THE TEACHER DEVELOPMENT FOR ACTIVE LEARNING MANAGEMENT IN SCHOOL UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE 2

Abstract

The objectives of this research are to study the current conditions, the desirable conditions, the needs, and the guidance of teacher development for promoting Active learning. The sample group consisted of 365 teachers under The Secondary Educational Service Area Office 2, selected through multi-stage sampling and three key Informants. The research tools were questionnaires (the reliability was .984) and interviews. The statistical analyses included frequency, mean, percentages, Modified Priority Needs Index (PNImodified), and content analysis. The research findings revealed: 1) The current conditions of teacher development for promoting active learning are at a moderate level in all aspects (= 3.45). The three highest means are Organizing learning activities, Using and developing instructional materials and Measurement and Assessment. The desired conditions are at a high level across all aspects (= 3.45), with the three highest means being Measurement and Assessment, Learning design, and Using and developing instructional materials. 2) The needs of the development of teachers for promoting active learning are ranked as follows: Learning design, Promoting the teacher’s competency assessment in educational measuring and assessment, and Teacher development in academic competence. 3) The guidance for teacher development for promoting Active learning in schools, as suggested by educational administration experts, includes organizing training on curriculum analysis and collaborative learning design within subject area departments, training teachers based on their interests, counting actual hours of application as part of professional advancement, and creating a mindset for applying assessment and evaluation to improve students and measure teacher competency for further development.