Abstract

This research aimed to examine the components and indicators of teachers’ instructional management for developing students’ critical thinking skills in demonstration schools under Rajabhat University and to investigate the current conditions, desired conditions, and priority needs of teachers’ instructional management for developing students’ critical thinking skills in these schools. The study was conducted in two phases: the first phase synthesized the components and indicators, while the second phase surveyed the current and desired conditions and analyzed the priority needs. The population comprised 1,280 school administrators and teachers responsible for instructional management across eight learning areas, and the sample consisted of 296 school administrators and teachers, determined using Krejcie and Morgan’s sample size formula. The research instruments included an evaluation form for the appropriateness of the components and indicators, along with a questionnaire on the current and desired conditions, and the data were analyzed using mean, standard deviation, and priority needs analysis. The results revealed that teachers’ instructional management for developing students’ critical thinking skills in demonstration schools under Rajabhat University consisted of four components and seventeen indicators: (1) Learners Analysis (3 indicators), (2) Defining Learning Objectives and Content (5 indicators), (3) Active Learning (5 indicators), and (4) Measurement and Evaluation (4 indicators). Furthermore, the current condition was found to be at a moderate level overall, while the desired condition was at a high level, with Learners Analysis identified as the most essential priority need.

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