Abstract

This study employed a research and development (R&D) design with four objectives: (1) to examine the components and indicators of active learning management competency among primary school teachers in Northeastern Thailand; (2) to investigate the current and desirable conditions, as well as priority needs; (3) to develop a competency enhancement program; and (4) to examine the effects of the program. The study was conducted in four phases, involving seven experts, 375 survey participants, and 12 teachers who participated in the program implementation. Data were analyzed using mean, percentage, standard deviation, Cronbach’s alpha coefficient, the modified Priority Needs Index (PNI_modified), and an independent samples t-test.

The findings indicated that active learning management competency consists of five components and seventeen indicators. The current condition was at a high level, whereas the desirable condition was at the highest level, with the highest priority needs identified in active learning activity management and the use of media and innovation.

The developed program, based on the 70–20–10 model, was evaluated by experts as highly appropriate. After implementation, teachers’ knowledge, abilities, and skills improved significantly at the .05 level of statistical significance, indicating the effectiveness of the program in enhancing active learning management competency.

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