The Coaching Process for Teachers to Become Learning Facilitators through an Active Learning Management Process of Educational Personnel in Chaiyaphum Province

Abstract

This study aimed to: 1) investigate the existing conditions and needs for supporting teachers to become learning facilitators through active learning; 2) develop a coaching process for empowering teachers to become learning facilitators among educational personnel in Chaiyaphum Province; and 3) evaluate the effectiveness of the developed coaching process. The participants were purposively selected and consisted of nine educational personnel from Chiang Thong Pittayakhom School and 15 teachers who received coaching, totaling 24 participants. The research instruments included a conditions and needs assessment form, a process appropriateness assessment form, an active learning competency assessment form, a lesson plan assessment form, a reflection record, and a satisfaction questionnaire. Data were analyzed using means, standard deviations, and content analysis.

The findings revealed that: (1) teachers experienced a gap between theoretical knowledge and its practical application and needed concrete examples, supporting tools, and a mentoring system providing continuous consultation, follow-up, and feedback; (2) the developed coaching process consisted of six stages: (1) establishing shared understanding through deep listening; (2) analyzing individual learners with consideration of learning styles; (3) collaboratively designing active learning activities with appropriate AI support; (4) implementing the activities in actual classrooms; (5) conducting collegial classroom observation by a coaching team based on expertise in five areas; and (6) engaging in reflection and providing feedback for instructional improvement. The overall appropriateness of the process was rated at the highest level; and (3) teachers demonstrated a high level of active learning instructional competency (M = 4.41, SD = 0.47), while their lesson plans were rated at a good level (M = 4.49, SD = 0.44). Teachers were better able to reflect on their teaching, analyze problems, and identify clearer directions for instructional improvement. Their overall satisfaction with the coaching process was at the highest level (M = 4.60, SD = 0.41). The findings indicate that the coaching process effectively connected knowledge with instructional design, classroom practice, reflection, and systematic instructional improvement.