Strategies For Development Competency In Classroom Management In Educational Institutions Under The Pathum Thani Primary Educational Service Area Office
DOI:
https://doi.org/10.29284/28adxb45Keywords:
Development Strategies; Teacher Competency; Classroom Management.Abstract
This research aimed: (1) to study the current and the desirable states of teachers’ competencies in classroom management in schools under the Pathum Thani Primary Educational Service Area Office, and (2) to explore strategies for developing teachers’ competencies in classroom management in these schools. The sample consisted of 354 teachers in schools under the Pathum Thani Primary Educational Service Area Office in the academic year 2022, selected using multistage random sampling. The research instrument was a questionnaire with an overall reliability coefficient of 0.995. The data were analyzed using frequency, percentage, mean, standard deviation, and the Priority Needs Index (PNI). The results revealed that: (1) the current state of teachers’ classroom management competencies was at a high level, while the desirable state was at the highest level. The analysis of priority needs indicated that the highest need was for creating a learning atmosphere that promotes students’ happiness, safety, and engagement, followed by maintaining classroom and subject information and documents. The lowest level of need was found in promoting positive teacher–student behavior. (2) The strategies for developing teachers’ classroom management competencies comprised four main strategies and eleven sub-strategies.
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