Developing Teachers on Active Learning Instructional Anuban Mahasarakham School

Abstract

The objectives of this research article were to 1) study the current state the desirable state and the priority needs index of active learning instructional Anuban Mahasarakham School, 2) develop the teacher's development program on active learning instructional Anuban Mahasarakham School, 3) Assess the result of teacher development by the teacher's development program on active learning instructional, Anuban Mahasarakham School.

The population used in the research was 96 Anuban Mahasarakham School's teachers.

Key informants consisted of administrators and teachers from pilot schools and 7 luminaries.

Research instruments were questionnaire, interview and assessment form. Statistics used to analysis data were that percentage, mean, standard deviation and priority needs index.

The research result were found that;

1. The current state of active learning instructional of Anuban Mahasarakham School overall were at moderate levels and the desirable state overall were at high levels. The prior-

ity needs index of active learning instructional of Anuban Mahasarakham School sorted the necessary needs in the following order: proactive learning management, process learning management, design Using innovative media and technology, and measuring and evaluating according to actual conditions.

2. The teacher's development program on active learning instructional Anuban

Mahasarakham School, consisted of 1) Introduction, 2) Objective, 3) Content, 4) Activity Program, 5) Media Material and 6) Measurement and Assessment. The program has has the suitability assessment and the possibility assessment both overall were at the highest levels.

3. The result of teachers' development by the teacher's development program on active learning instructional Anuban Mahasarakham School were found that; teachers have developed proactive learning management with results of the assessment of knowledge in proactive learning management, skills in proactive learning management and the quality of proactive learning management, there were at the highest level in all three aspects.