Abstract

This research aimed to: 1) study the components and indicators of learning management competency for promoting creative thinking skills among art department teachers, and 2) examine the model fit of these components and indicators with empirical data. The sample consisted of 130 art department teachers from schools under the Provincial Administrative Organization, determined using a 10:1 parameter ratio and selected through multi-stage random sampling. The research instrument was a questionnaire for developing components and indicators of learning management competency, with an index of item-objective congruence (IOC) ranging from 0.80 to 1.00, discrimination values using Pearson Product Moment Correlation between 0.37 and 0.82, and a reliability coefficient (Cronbach’s alpha) of 0.97. Data were analyzed using confirmatory factor analysis (CFA).

The findings revealed that: 1) Through document synthesis and related research, three components of learning management competency were identified: curriculum, learning management, and assessment and evaluation, comprising 13 indicators. 2) The model fit indices showed strong alignment with empirical data: χ² = 43.485, df = 46, χ²/df = 0.945, p = 0.578, GFI = 0.951, CFI = 1.000, NFI = 0.957, RMR = 0.028, and RMSEA = 0.000. These results validate the instrument’s effectiveness for assessing learning management competency in promoting creative thinking skills among art department teachers.

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