Chalard Chantarasombat* and Phinit Meekhamtong
The purposes of this study were to: 1) Study elements and factors of learning Thai management for enhancing critical thinking of students in secondary schools under the Office of Basic Education Commission, 2) Study current context and desirable situations, 3) Create leader teacher development program, 4) Develop effective leader teacher development program, 5) Evaluate quality of developed program, 6) Compare learning achievement of students who learned through the developed program, 7) Study learning retention of students who learned via the developed program, and 8) Study the students’ satisfaction on learning though developed program. Samples were 17 master degree students. Instruments were the developed program, manual program, quality evaluation, achievement test, post-operation record from, and questionnaire. Statistics used were percentage, mean, standard deviation, effectiveness index, and t-test. The results were: The elements of the developed program included 6 elements and 23 indicators. The overall of current context analysis were found in medium level in the highest level respectively. The developed program had following elements: 1) Principle of program, 2) Objectives of program, 3) Goals of program, and 4) Content and activities of program. The efficiency and effectiveness of the developed program were: The efficiency of 85.67 (E1) /84.00 (E2) which were higher than the committed 80/80 standard. The congruence of utility, possibility, and appropriateness in the highestlevel (X = 4.59, SD = 0.53) . The effectiveness index was 0.7567 which meant students gained more knowledge of 75.67%. The students had significantly higher learning achievement after learning via the developed program at the level of 0.05. There was no significant differences of learning achievement between after learning and after learning for two weeks. The students had satisfaction on the developed program in the highest level (X = 4.52, SD = 0.42).
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