วันจันทร์, 3 ตุลาคม 2565

The Personnel Development in Learning Activities Management Integrated with the Philosophy of Sufficiency Economy Using Learning Resources both within the Tawarawadee School and Its Surroundings

เว็บบอร์ดหมวดหมู่: เผยแพร่ผลงานวิชาการThe Personnel Development in Learning Activities Management Integrated with the Philosophy of Sufficiency Economy Using Learning Resources both within the Tawarawadee School and Its Surroundings

The research on The Personnel Development in Learning Activities Management Integrated with the Philosophy of Sufficiency Economy Using Learning Resources both within the Tawarawadee School and Its Surroundings aimed to 1) develop personnel in learning activities management integrated with the philosophy of sufficiency economy using learning resources both within the Tawarawadee School and its surroundings, 2) study the personnel’s learning activities management in terms of with using the philosophy of sufficiency economy integrated with learning resources both within the Tawarawadee School and its surroundings, and 3) study the students’ and teachers’ satisfaction towards learning activities management in terms of using the philosophy of sufficiency economy integrated with learning resources both within the Tawarawadee School and its surroundings. The target groups of this research were teachers and students in the Tawarawadee School consisting of a researcher – a school administrator, 22 teachers, and 219 students. The research instruments included 1) a set of test, 2) a set of structured interview, 3) a teacher’s behavioral observation form, and 4) a questionnaire on satisfaction towards a personnel development strategies in which consisting of workshop, job observation, learning activities management integrated with the philosophy of sufficiency economy, and internal supervision. This research has been conducted on the basis of research and development process. The findings were as follows:

  1. The results of the personnel development in learning activities management integrated with the philosophy of sufficiency economy using learning resources both within the Tawarawadee School and its surroundings showed that the target group, 22 teachers, had the overall pre-test score at 67 or 41.86% and the overall post-test score at 135 or 84.38%. The difference was 68 or 42.50%. This indicated that the target group had better understanding after the process in learning activities management.          
  1. The  strategic implementation of the personnel development in learning activities management integrated with the philosophy of sufficiency economy using learning resources both within the Tawarawadee School and its surroundings consisted of 4 activities: workshop, job observation, learning activities management in terms of the philosophy of sufficiency economy integration, and internal supervision. The implementation results were as follows:         

           2.1 Workshop
           The workshop on personnel development in learning activities management integrated with the philosophy of sufficiency economy using learning resources both within the Tawarawadee School and its surroundings was proceeded between May 25 – 27, 2019   at the Tawarawdee Hall. According to the behavioral observation, it was found that all teachers understood the learning activities management process. They understood how to write and deploy the integrated learning activity plans in their learning management.
           2.2  The job observation on July 8, 2020 at The Municipal School 5: Wat Phra Pathom Chedi – The Model School of Integrated Learning Activities —  resulted in the development and adjustment of the personnel in terms of  the personnel development in learning activities management integrated with the philosophy of sufficiency economy using learning resources both within the Tawarawadee School and its surroundings.  From the job observation, it was found that all teachers were enthusiastic and interested in the job observation. Lots of questions about various integration activities settings, technique of managements, worksheets, equipment, exhibitions including authentic assessments were launched and all were clearly explained.                         
              2.3 Monitoring the learning activities integrated with the philosophy of sufficiency economy using learning resources both within the Tawarawadee School and its surroundings, it was found that teachers understood the learning process better but measurement and evaluation process was still questionable. Some still did not understand the integration of sufficiency economy with learning resources. Some document examples were brought for further study and it was expected that the integration would be in progress so that the learning resources could be used successfully.
           2.4 The internal supervision to monitor the implementation of learning activities integrated with the philosophy of sufficiency economy using learning resources both in the Tawarawadee School and its community, it could be obviously noticeable that the teachers were able to wholistically organize the activities at a good level. The introduction to the lesson was good, the contents were interesting, students participated more in activities, the content arrangements were consistent with the intended purposes and time including the measurements and evaluations were varied and balanced. In a holistic view, the students were clearly assertive,   very enthusiastic about the activities and resulting in fun and meaningful learning.

  1. The study of satisfaction towards the personnel development in organizing learning activities integrated with the philosophy of sufficiency economy using learning resources from both within the Tawarawadee School and its surroundings, the results were as follows:

                    3.1 The students’ satisfaction, from 20 students, towards the personnel development in organizing learning activities integrated with the philosophy of sufficiency economy using learning resources both within the Tawarawadee School  and its surroundings was at the highest level (X = 4.71, S.D. = 0.29).
               3.2  The teachers’ satisfaction, from 22 teachers, towards the personnel development in organizing learning activities integrated with the philosophy of sufficiency economy using learning resources both within the Tawarawadee School  and its surroundings was at the highest level (X = 4.84, S.D. = 0.19).
               3.2  The teachers’ satisfaction, from 22 teachers, towards the personnel development in organizing learning activities integrated with the philosophy of sufficiency economy using learning resources both within the school and community was at the highest level (X = 4.84, S.D. = 0.19).

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