Abstract

This study aimed to: (1) examine the components and indicators of competence in project-based learning (PBL) management among science teachers; (2) investigate the current and desired states of such competence, as well as the priority needs; and (3) propose guidelines for developing competence in PBL management. The research was conducted in three phases: (1) synthesis of components and indicators, (2) survey of the current and desired states with an analysis of priority needs, and (3) formulation of development guidelines. The sample comprised 370 school administrators and science teachers, selected through multistage sampling. The research instrument was a questionnaire, and data were analyzed using percentage, mean, standard deviation, and priority needs index (PNI_modified).

The findings revealed that: (1) competence in PBL management comprised four components and fifteen indicators—curriculum development (3 indicators), learning design (4 indicators), PBL implementation (4 indicators), and learning assessment and evaluation (4 indicators). Overall appropriateness was rated at the highest level. (2) The overall current state was at a moderate level, whereas the desired state was high, with the greatest priority need identified in PBL implementation. (3) The proposed development guidelines emphasized systematic curriculum development, step-by-step learning design, shifting the teacher’s role to that of a facilitator, and assessments focusing on both knowledge and skills development.

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