Abstract

This article aimed to 1) investigate the problems related to teachers’ instructional management skills emphasizing students’ analytical reading, 2) develop and examine the quality of a training curriculum for Thai language teachers, 3) enhance teachers’ instructional management skills in promoting students’ analytical reading through the implementation of the training curriculum, and 4) evaluate the outcomes of the curriculum implementation. The target group consisted of three experts and ten secondary-level Thai language teachers from schools in Mueang District, Phetchabun Province. The research instruments included: (1) an interview form, (2) a training curriculum, (3) a curriculum evaluation form, (4) an instructional management skills assessment form, and (5) a curriculum implementation evaluation form. Data were analyzed using content analysis, and the statistical techniques employed were mean, percentage, and standard deviation.

The findings revealed that 1) regarding the existing problems in teachers’ instructional management skills, teachers primarily employed lecture-based instruction and content transmission, lacked skills in designing learning activities, and did not adequately monitor students’ understanding during instruction, 2) the training curriculum for Thai language teachers comprised eight components: (a) background and rationale, (b) principles, (c) objectives, (d) curriculum structure, (e) training process, (f) training activities, (g) instructional media, and (h) measurement and evaluation, and the overall appropriateness of the curriculum was rated at the highest level, 3) after participating in the training program, teachers demonstrated improved instructional management skills in fostering students’ analytical reading, and 4) teachers’ overall satisfaction with the implementation of the training curriculum was at the highest level.

This work is licensed under a Creative Commons Attribution 4.0 License.