Developing Teacher Competency Using Holistic Learning Management of Schools in the Nam Nao Network Centerc, Phetchabun Primary Educational Service Area Office 2

Abstract

This research aimed to: (1) develop teachers’ knowledge and understanding of holistic learning management; (2) enhance teachers’ competency in implementing holistic learning management; and (3) examine the satisfaction of teachers and students toward the development. This study employed an action research design based on the concept of Stephen Kemmis and Robin McTaggart, conducted in two cycles consisting of planning, action, observation, and reflection. The participants were 10 volunteer teachers from schools in the Nam Nao Network Center under Phetchabun Primary Educational Service Area Office 2. The research instruments included tests, interviews, observations, meeting records, competency assessment forms, and questionnaires. The development strategies consisted of workshops and internal supervision. Data were analyzed using descriptive statistics.
The findings revealed that:
1. Teachers’ knowledge and understanding of holistic learning management improved, and in the second cycle, all teachers were able to correctly explain and apply the concepts.
2. In terms of competency, teachers were able to implement holistic learning activities at a moderate level in the first cycle; however, in the second cycle, all teachers demonstrated the ability to implement the process correctly and comprehensively.
3. Both teachers and students reported a high level of satisfaction with the learning management. In conclusion, the integration of workshops and internal supervision effectively enhanced teachers’ competencies in holistic learning management and can be applied in other educational contexts.