A Teacher Competency Enhancement Model for Technology-Enhanced Active Learning in Primary Schools

This research and development study aimed to (1) identify the components and indicators of teachers’ competency in technology-enhanced active learning management; (2) examine current and desirable conditions and priority needs; (3) develop a competency enhancement model; and (4) examine outcomes following implementation. The study was conducted in four phases and involved seven experts, 322 teachers in the needs assessment, and 180 teachers in the implementation activities. A planned evaluation sample of 17 teachers, selected to represent the 17 school groups within the Roi Et Primary Educational Service Area Office 3, provided paired pretest and posttest knowledge scores and observation data. Phase-specific instruments included document-review and expert-evaluation forms, a needs-assessment questionnaire, a knowledge test, an observation form, a satisfaction questionnaire, and reflective records. Data were analyzed using means, percentages, standard deviations, Cronbach’s alpha, the modified Priority Needs Index (PNI_modified), and a paired-samples t test. The competency framework comprised five components and eighteen indicators: (1) professional knowledge, understanding, and teacher characteristics; (2) learner understanding and classroom management; (3) design and implementation of active learning activities; (4) digital technology literacy and media development; and (5) students’ learning competencies. The overall current condition was rated at a high level, whereas the desirable condition was rated at the highest level. The highest priority need concerned teachers’ knowledge and digital technology skills for improving instructional management. The developed model comprised three stages: self-directed preparation through a digital platform, workshop-based professional development, and continuous supervision and monitoring. Seven experts rated the model and its supporting materials at the highest level of appropriateness (M = 4.90). In the planned evaluation sample (n = 17), knowledge scores increased from a pretest mean of 34.59 (SD = 1.66) to a posttest mean of 49.94 (SD = 1.39), with a mean increase of 15.35 points, 95% CI [15.10, 15.61], t(16) = 128.51, p < .001. All 17 teachers moved from below to above the 80% performance benchmark. Observation ratings for the same 17 teachers also increased descriptively from M = 3.25 before implementation to M = 4.75 after implementation. The findings provide preliminary evidence that the staged model was associated with improved knowledge and observed instructional practices in this implementation context.