Teacher Development Strategies for Problem-Based Learning at Namsuai Wittaya School, under the Nong Khai Secondary Educational Service Area Office

Abstract

This research and development project purposes 1) to assess the current state, preferred conditions, and needs for problem-based learning at Namsuai Wittaya School, under the Nong Khai Secondary Educational Service Area Office, 2) to develop strategies for enhancing teachers' capabilities in implementing problem-based learning at the school, 3) to apply the strategies to train teachers in problem-based learning, and 4) to evaluate the effectiveness of the teacher development strategies for problem-based learning at Namsuai Wittaya School, under the Nong Khai Secondary Educational Service Area Office. The research sample consisted of 42 administrators and teachers from Namsuai Wittaya School, including 1 deputy principal and 41 teachers. The purposive sampling was used to select the sample. The data were collected using a 5-point Likert scale questionnaire and interviews. The data analysis through frequency, percentage, mean, standard deviation, and content analysis. The results shown that; 1. The current state of problem-based learning management at Namsuai Wittaya School, under the Nong Khai Secondary Education Service Area Office, was at a moderate level overall (x̅= 3.14, S.D. = 0.14). When considering each component from highest to lowest, it was found that conducting classroom research using problem-based learning innovations (x̅= 3.18), supervision, follow-up, and development of teachers in the professional learning community (x̅= 3.17), and competency-based learning management design (x̅= 3.12) ranked highest. The desired state of problem-based learning management at Namsuai Wittaya School, under the Nong Khai Secondary Education Service Area Office, was at a very high level (x̅= 4.66, S.D. = 0.12). When considering each component from highest to lowest, it was found that the assessment and evaluation of learning that empowers students based on real conditions (x̅= 4.75), the creation of platforms and learning innovations (x̅= 4.74), and competency-based learning management design (x̅= 4.65) ranked highest. The analysis of the data shown that the average level of the current state was lower than that of the preferred state in all aspects. 2. The development of teachers in problem-based learning management prioritized the essential needs for teacher development in problem-based learning management at Namsuai Wittaya School, under the Nong Khai Secondary Education Service Area Office. Overall, there were five main components; 1) competency-based learning management design, 2) creation of platforms and learning innovations, 3) assessment and evaluation of learning that empowers students based on real conditions, 4) supervision, follow-up, and development of teachers in the professional learning community, and 5) conducting classroom research using problem-based learning innovations. 3. The strategies for developing teachers in problem-based learning management at Namsuai Wittaya School, under the Nong Khai Secondary Education Service Area Office, included a vision, 2 missions, 2 objectives, 2 strategic issues, 16 approaches, and 58 indicators. 4. The results of implementing the strategies for developing teachers in problem-based learning management at Namsuai Wittaya School, under the Nong Khai Secondary Education Service Area Office, as observed by the administrators and teachers of Namsuai Wittaya School, indicated that the strategies have benefited the teachers, students, and the school. These strategies have provided new knowledge for efficient management, resulting in innovations in administration, both in the form of the teacher development strategy in problem-based learning management and the handbook for this strategy. 5. The results of the evaluation of the consistency of the teacher development strategy in problembased learning management at Namsuai Wittaya School, under the Nong Khai Secondary Education Service Area Office, show that overall, it was at a high level. The evaluation of the strategy in terms of overall appropriateness, feasibility, and benefits was at the highest level.