THE DEVELOPMENT OF TEACHERS COMPETENCY IN LEARNING MANAGEMENT ON THE ANALYSIS OF LITERARY VALUES IN KLONG LOGANIT TO ENHANCE STUDENTS SELF-DIRECTED LEARNING SKILLS IN THROUGH THE PROFESSIONAL LEARNING COMMUNITY PROCESS AT KHLONGTHOMRATRANGSAN SCHOOL UNDER SECONDARY EDUCATIONAL SERVICE AREA OFFICE TRANG-KRABI

Abstract

The objective of this research was 1) To develop competencies in designing and writing learning management plans that foster students’ self-directed learning skills. 2) To evaluate the learning management plan on the analysis of literary values in Klong Loganit to enhance students’ self-directed learning skills. 3) To supervise the implementation of learning management on the analysis of literary values in Klong Loganit to promote students’ self-directed learning skills. 4) To develop teacher competency in instructional management on the analysis of literary values in klong Loganit to enhance students’ self-directed learning skills through the implementation of the Professional Learning Community (PLC) process. The study was conducted at Khlongthomratrangsan School under the Secondary Educational Service Area Office Trang-Krabi. The target group consisted of the three Thai language teachers purposively selected from the school. This study employed an action research methodology with an applied PLC process. Research instruments included a PLC reflection log, a learning management plan evaluation form, and a supervision form focusing on the development of students’ self-directed learning skills. Data were analyzed using content analysis and descriptive analysis, along with basic statistics such as mean and standard deviation.

               The findings revealed that 1) Teachers participating in the learning community were able to design activities and develop learning management plans on the analysis of literary values in Khlong Lok Niti that provided opportunities for students to manage, monitor, and improve themselves. Teachers demonstrated the ability to pose reflective questions and facilitate activities that enabled students to propose their own approaches for self-improvement. 2) The evaluation of the learning activities was at a very high level (Mean = 5.00, S.D. = 0.00). Students demonstrated the development of self-directed learning skills, while reflective questions were refined to encourage students to articulate their own strategies for self-improvement. 3) The supervision of learning management indicated that students developed self-directed learning skills, including self-management, self-assessment, and self-adjustment. The main challenge identified was the practice of posing reflective questions that encouraged students to provide their own directions for improvement. To address this, teachers could increasingly integrate artificial intelligence (AI) technology into learning management, as well as provide opportunities for students to give feedback to teachers, which could serve as guidelines for both teacher self-development and the improvement of future learning management practices. 4) Reflections on the development of teachers’ learning management competencies showed that participating teachers enhanced their competencies in designing and implementing learning activities on the analysis of literary values in Khlong Lok Niti. Students acquired self-directed learning skills that could be applied in various learning contexts. Moreover, the outcomes could serve as a framework for teacher performance evaluation and academic position advancement, thereby contributing to their future professional growth.