NEED ASSESSMENT TO ENHANCING TEACHERS’ COMPETENCIES IN ACTIVE LEARNING MANAGEMENT THROUGH DIGITAL TECHNOLOGY BASED APPROACHES IN SCHOOLS UNDER THE ROI ET PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Abstract

The purposes of this research were: (1) to examine the components and indicators of teachers’ competencies in active learning management using digital technology as a foundation in schools, and (2) to investigate the priority needs for enhancing teachers’ competencies in active learning management using digital technology as a foundation in schools. This study employed a survey research methodology. The population consisted of 211 schools under the Roi Et Primary Educational Service Area Office 3. The sample included 31 school administrators, 15 educational supervisors, and 276 teachers, totaling 322 respondents. The research instrument used for data collection was a questionnaire whose content validity was confirmed by five experts using the Index of Item–Objective Congruence (IOC). The statistics used for data analysis included mean, standard deviation, and the Priority Needs Index (PNI) for ranking the priority needs.

The results revealed that: 1) The components and indicators of teachers’ competencies in active learning management using digital technology as a foundation in schools consisted of five components and eighteen indicators, including: (1) knowledge, understanding, and professional teacher characteristics; (2) understanding learners and classroom management; (3) design and management of active learning activities; (4) understanding the use of digital technology and instructional media development; and (5) learners’ learning competency. 2) The overall current condition was at a high level, while the overall desirable condition was at the highest level. The priority needs, ranked from highest to lowest, were as follows: knowledge and skills in using digital technology for developing learning management (0.75), enhancement of analytical thinking competency and students’ learning skills (0.45), design and management of active learning activities (0.36), teachers’ professional knowledge, abilities, skills, and characteristics (0.34), and understanding learners and classroom management (0.34), respectively.