Development of Brain-Based Active Learning Management Competence of English Teachers in Thung Phra Subdistrict Schools Chaiyaphum Primary Educational Service Area Office 2

Abstract

This study aimed to 1) enhance English teachers’ knowledge and understanding of active learning through brain-based learning, 2) develop teachers’ competencies in active learning management, and 3) examine teachers’ satisfaction with the competency development process. The study employed an action research design conducted in two cycles based on Kemmis and McTaggart’s framework. The participants were eight English teachers. The research instruments included a knowledge test, lesson plan evaluation form, classroom instruction evaluation form, interview form, observation form, satisfaction questionnaire, and meeting records. Quantitative data were analyzed using mean, standard deviation, and percentage, while qualitative data were analyzed through content analysis.
The findings revealed that:
1. In the first cycle, self-directed learning, workshops, and follow-up supervision increased the teachers’ knowledge and understanding from 50.63% to 84.38%. The teachers were also able to develop high-quality lesson plans; however, they still lacked confidence in implementing the plans, particularly in the practice and knowledge-application stages.
2. In the second cycle, internal supervision and continuous coaching helped the teachers use a wider variety of learning activities, promote students’ learning through hands-on practice, and improve their instructional competencies.
3. The teachers’ overall satisfaction with the development process was at the highest level, particularly regarding the benefits for students. The two-cycle development process helped English teachers in schools within the Thung Phra Subdistrict cluster improve their knowledge, confidence, and ability to implement active learning through brain-based learning more effectively.