A PROGRAM TO ENHANCE TEACHERS' COMPETENCE IN ORGANIZING MONTESSORI LEARNING EXPERIENCES IN PRIVATE SCHOOLS IN KHON KAEN PROVINCE

Abstract

This research employed a mixed methodology with the following objectives To study the components, current conditions, desired conditions, needs, and guidelines for enhancing teacher competency in organizing Montessori-based learning experiences in private schools in Khon Kaen Province; and To develop, validate, and evaluate a competency enhancement program for teachers in organizing Montessori-based learning experiences The research was conducted in two phases. Phase 1 involved a sample group of 350 participants, consisting of 43 school administrators and 307 early childhood teachers from private schools in Khon Kaen Province during the 2023 academic year. The sample was selected using stratified random sampling. Phase 2 involved evaluating the developed program by six experts selected through purposive sampling. Research instruments included a questionnaire, an evaluation form for assessing the program's appropriateness, feasibility, and usefulness, the developed program itself, and focus group discussions. The data were analyzed using mean (𝑥̄), standard deviation (S.D.), and the Modified Priority Needs Index (PNImodified).  The research findings revealed that the current and desired conditions of teacher competency were at high and highest levels, respectively. The component with the highest need was teachers' attitudes, followed by skills in organizing activities and knowledge and understanding of Montessori education. The developed program consisted of five key components and was rated at the highest level in terms of appropriateness, feasibility, and usefulness—indicating its readiness for implementation in real-world teacher development contexts.