Abstract

The purpose of this research was to develop and present a model for active learning management administration in elementary schools under the Office of the Basic Education Commission. Utilizing a Research and Development (R&D) methodology, the study was divided into four phases. Phase 1 investigated the current state, desirable state, needs, and guidelines for active learning management administration. The sample comprised 362 school administrators and academic teachers in Inspection Region 14, selected through stratified random sampling, alongside 7 school administrators with good practices, obtained via purposive selection. Phase 2 involved developing the model, with a target group of 12 experts selected through purposive selection. Phase 3 focused on implementing the model, targeting school administrators and teachers selected through purposive selection. Phase 4 evaluated the appropriateness, feasibility, and utility of the model, targeting 23 stakeholders and experts selected through purposive selection. Research instruments included questionnaires, interview guides, and evaluation forms. Data were analyzed using percentage, mean, standard deviation, Modified Priority Needs Index, and content analysis.

The research findings revealed that the developed model for active learning management administration consists of 5 key components: 1) Model Principles, emphasizing instructional leadership, decentralization, and systematic workflow; 2) Objectives, aiming to provide guidelines for driving active learning and effectively developing teachers; 3) Operational Procedures, covering systematic planning, teacher development, learning support, measurement and evaluation, and internal supervision; 4) Evaluation Guidelines for model implementation and satisfaction; and 5) Success Conditions, comprising leadership, technological readiness, and the strength of proactive supervision. Overall, the evaluation of the model indicated that its appropriateness was rated at a high level, while its feasibility and utility were consistently evaluated at the highest level.

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