The Effects of Teachers’ Teaching and Learning Management by Integrating CCR Concepts on the Teaching Behavior Change in Schools under the Office of the Basic Education Commission

Abstract

The goal of this study was to examine the effects of teaching and learning management practices used by teachers in schools run by the Office of the Basic Education Commission by using CCR ideas. Teachers of mathematics who work in classrooms run by Secondary Educational Service Area Office 40, Phetchabun Province, made up the population. Purposive sampling was used to pick 127 individuals overall. The study tools included an observation form for teacher training development, a teacher supervision record, a supervision report form for teacher development project by integrating CCR principles, a teacher's teaching record, and a teacher satisfaction assessment form. Utilizing the mean and standard deviation, the quantitative data was examined, content analysis was used to analyze the qualitative data. The study's findings indicated that teachers' teaching behaviors changed as a consequence of the development of mathematics instructors in line with the workshop titled “The teacher development by adopting CCR integration.” By using CCR ideas in schools, start by being able to develop learning management plans that utilize CCR integration for setting up math learning activities. According to the findings of the project's educational oversight of the math teachers who took part, the average results of the improvement of teaching and learning management increased for each individual item as well as overall, and the teachers who underwent development gave the workshop titled “the teacher development by CCR concepts integration” the highest level of overall satisfaction. Additionally, the qualitative data showed that teachers had altered their pedagogical practices. The instructors successfully managed their students' learning in the classroom by utilizing the CCR integration and the information and understanding they gained from the training in terms of the learning activity process. Through the use of a variety of activities, including singing, playing games, searching for information, using questions, solo and group activities, and presentations in front of the class, the teachers were found to have altered their teaching styles in accordance with the concepts of contemplative education, coaching and mentoring, and research-based learning. These gave pupils the chance to learn, comprehend, practice, and communicate their ideas, the usage of a range of instructional material by teachers to encourage and promote learning among pupils in the classroom was also noted.