The Development of Program to Enhancing Teacher for Learning Management of Contemplative Education for Mahasarakham Primary Educational Service Area Office 2

Abstract

          This research aimed to: 1) examine the current state, desired state, and needs regarding contemplative education learning management of teachers, and 2) develop and evaluate a program to enhance contemplative education learning management for teachers. The research was conducted in two phases. Phase 1 examined the current state, desired state, and needs. The sample consisted of 299 teachers under the Mahasarakham Primary Educational Service Area Office 2, with the sample size determined using the Krejcie and Morgan table. The research instrument was a questionnaire. Statistics used included mean, standard deviation, and the Priority Needs Index (PNI). Phase 2 involved developing the contemplative education learning management enhancement program. The program was evaluated by 7 experts selected through purposive sampling. The research instruments were semi-structured interviews and an appropriateness and feasibility assessment form. Statistics used included mean and standard deviation.

           Research Findings:

           1. The current state overall was rated at a moderate level, while the desired state overall was rated at the highest level. The priority needs, ranked from highest to lowest, were: designing learning activities, studying learners' conditions and needs, authentic assessment of learning activities, and implementing learning activities, respectively.

           2. The contemplative education learning management enhancement program for teachers consisted of: 1) principles; 2) objectives; 3) content, divided into 4 Modules — Module 1: Studying Learners' Conditions and Needs; Module 2: Designing Learning Activities; Module 3: Implementing Learning Activities; Module 4: Authentic Assessment of Learning Activities; and 4) development principles and methods based on the 70:20:10 model, comprising training and seminars, group learning, self-directed learning, and experiential learning. The overall evaluation of the program's appropriateness and feasibility was rated at the highest level for both criteria.