TEACHER DEVELOPMENT IN BRAIN-BASED LEARNING MANAGEMENT, BAN KHEELEK SCHOOL, MAHA SARAKHAM PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Abstract

           The purposes of this research were: 1) To develop teachers’ knowledge and understanding of brain-based learning management at Ban Khilek School under the Office of Maha Sarakham Primary Educational Service Area 2; 2) To enhance teachers’ ability to implement brain-based learning management at Ban Khilek School under the same educational service area; 3) To investigate teachers’ satisfaction with their professional development in brain-based learning management at Ban Khilek School under the Office of Maha Sarakham Primary Educational Service Area 2; and 4) To examine students’ satisfaction with brain-based learning management at Ban Khilek School under the same office. The study involved six participants who served as both research collaborators and data providers. The research instruments included tests, questionnaires, evaluation forms, interview forms, observation forms, and meeting records. The statistical methods used for data analysis comprised percentage, mean, and standard deviation.

           The findings revealed that: 1) In the first cycle, the development of teachers’ competence in brain-based learning management at Ban Khilek School under the Office of Maha Sarakham Primary Educational Service Area 2 was implemented through self-directed document study, workshops, and internal supervision. The results indicated that the participants’ knowledge and understanding of brain-based learning management significantly improved. Moreover, their ability to design brain-based learning lesson plans was rated at a high level, and their overall ability to implement brain-based learning management was also at a high level. 2) In the second cycle, the development of teachers’ competence in brain-based learning management at Ban Khilek School, through internal supervision strategies, showed that the participants achieved the highest level of ability in brain-based learning management. Furthermore, the participants expressed the highest level of satisfaction with their professional development in brain-based learning management, and the students demonstrated the highest level of satisfaction with the brain-based learning implementation.