Abstract

This study aimed to examine and validate the factor structure of learner-centered learning management processes, develop evidence-based guidelines, and evaluate the effectiveness of the developed approach in primary schools in Chaiyaphum Province, Thailand. A research and development (R&D) design was employed, consisting of three phases. Phase 1 involved confirmatory factor analysis (CFA) of learner-centered learning management processes based on data collected from 524 primary school teachers selected through proportional stratified random sampling. Phase 2 focused on developing evidence-based guidelines derived from the validated factor structure and expert review. Phase 3 examined the effectiveness of the developed approach through implementation in five primary schools, involving 30 teachers and key stakeholders. The CFA results demonstrated an excellent model fit (χ² = 0.046, p = .829, CFI = 1.000, TLI = 1.002, RMSEA = 0.000), confirming the construct validity of the learner-centered learning management model. The model comprised five components: instructional design, active learning management, promotion of thinking and self-directed learning, use of media and technology, and authentic assessment, with standardized factor loadings ranging from 0.86 to 1.00. Expert evaluation indicated that the developed guidelines were highly appropriate and accurate. Implementation results revealed a statistically significant improvement in teachers’ instructional competencies after the intervention (p < .05), with overall competency levels increasing from moderate to high. Triangulation of quantitative data, classroom observations, and teacher reflections further confirmed the effectiveness of the approach. The findings suggest that the proposed learner-centered learning management approach is empirically valid, practical, and effective for enhancing teachers’ instructional competencies in primary school contexts.

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