Development of a School Management Model to Enhance Teacher’ Competencies in Learning Management in the Digital Era Using the SPEAR Process for Improving Student Quality at Ban Nong Muang School, Buriram Primary Education Service Area Office 1

Abstract

This research aimed to develop a management model for educational institutions to enhance teachers' competencies in learning management in the digital era, utilizing the SPEAR process. The study was conducted at Ban Nong Muang School, under the Buriram Primary Educational Service Area Office 1, through four phases: Phase 1 – studying the problems and needs; Phase 2 – designing and developing the model; Phase 3 – piloting and refining the model; and Phase 4 – evaluating the model’s effectiveness. Research instruments included semi-structured interviews, questionnaires, tests, competency assessments, and satisfaction surveys. Data were analyzed using percentage, mean, standard deviation, the Priority Needs Index (PNI), and content analysis.

The results revealed that 1) Problems and needs indicated a lack of teacher competency in proactive learning activities and digital assessment, while students lacked digital citizenship skills and were at risk of online bullying. The top three priority needs were: proactive learning design and management in the digital era (PNI = 0.84), teacher professional development and innovation (  = 0.77), and 21st-century student development (  = 0.71). 2) The developed school management model comprised six components: 1) principles and rationale, 2) objectives, 3) five key development elements, 4) five procedural steps, 5) success conditions, and 6) measurement and evaluation. The model and its implementation manual were rated as highly appropriate and feasible. 3) Pilot testing showed a high level of implementation in the first trial, which improved to the highest level after the second trial. 4) The model’s effectiveness was demonstrated by a 25.32% progressive increase in overall teacher competency; student quality improved across all dimensions, with academic achievement at level 3 or higher increasing by up to 37.34%. Additionally, 92.33% of students showed competency assessment results rated as good or above, exceeding the school’s target by 12.33%. A total of 147 stakeholders expressed the highest level of satisfaction with the model ( = 4.67 SD=0.44)