Development of Teachers' Competencies in Learning Management Through Project-Based Learning in Schools in the Thung Na Lao Subdistrict Group

Abstract

The objectives of this study were to: (1) develop teachers’ understanding of project-based learning (PBL), (2) enhance teachers’ skills in lesson planning and instructional management using PBL, and (3) evaluate their satisfaction with the development process. This study employed an action research design based on the framework of Stephen Kemmis and Robin McTaggart, consisting of two cycles, each including planning, action, observation, and reflection. The participants were five volunteer teachers from schools in the Thung Na Lao Subdistrict group. The research instruments included tests, interviews, observations, meeting records, skill assessment forms, and satisfaction questionnaires. The development strategies consisted of workshops and internal supervision. Data were analyzed using descriptive analysis.
The findings revealed that:
1. In the first cycle, teachers improved their understanding and were able to design PBL lesson plans; however, some teachers still lacked competence in project design and reflective practices.
2. In the second cycle, after applying internal supervision, teachers demonstrated improved competencies in implementing PBL effectively and appropriately at a high level.
3. Teachers reported a high level of satisfaction with the development process and were able to apply PBL effectively in their teaching practice.
In conclusion, the integration of workshops and internal supervision effectively enhanced teachers’ competencies in project-based learning.