TEACHER DEVELOPMENT GUIDELINES FOR ACTIVE LEARNING IN THE DIGITAL ERA IN PRIMARY SCHOOLS IN UBON RATCHATHANI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Abstract

This research aimed to (1) examine the opinions of school administrators and teachers regarding teacher development for active learning in the digital era in primary schools, (2) compare these opinions based on position, work experience, and school size, and (3) explore guidelines for teacher development for active learning in the digital era in primary schools under Ubon Ratchathani Primary Educational Service Area Office 3. The sample consisted of 323 school administrators and teachers selected through stratified random sampling. The sample size was determined using Krejcie and Morgan’s sample size table. In addition, a target group of 6 school administrators and teachers was selected based on the inclusion criteria. Two research instruments were employed: a 5-point Likert scale questionnaire with a reliability coefficient of .98 and a content validity index ranging from .80 to 1.00, and a structured interview form.  The statistical methods used for data analysis included percentage, mean (M), standard deviation (SD), t-test, F-test, and post hoc comparison using Scheffé’s method.

The research findings revealed the following:

1. Overall, the school administrators and teachers rated teacher development for active learning in the digital era in primary schools at a high level (M = 4.03).


2. The comparison of teacher development levels for active learning in the digital era in primary schools, classified by position, work experience, and school size showed statistically significant differences at the .01 level.


3. The guidelines for teacher development for active learning in the digital era in primary schools were organized into 4 key areas, comprising 12 strategies.