Thai primary school teachers must be developed learning management skills for promoting students’ creativity and innovation ability. This study developed a training curriculum to enhance teachers’ learning management skills to promote students’ creativity and innovation ability from using the professional learning community method and a training cycle “plan”, “do”, “check”, and “reflect”. There consisted three units of training curriculum, and the analytic scoring rubrics were used for collecting data. The results were (1) teachers’ learning management skills were higher after implementing the curriculum at a statistical significance level of .01, and (2) students’ creativity and innovation ability was higher after implementing the curriculum at the statistical significance level of .01.

This research aimed to develop the assessment of efficiency of a learning management model to promote growth mindset of student teachers. The samples consisted of 134 freshman student teachers at a university in Thailand. It is a quasi-experimental research. T-test for dependent sample was used for data analysis. The results revealed that the learning management model to promote growth mindset of student teachers was based on personalized learning, self-directed learning, internal coaching, authentic assessment, and reflection. There were 5 components of learning management, i.e., students as learning owners, activity design, creative learning, creative learning activity management, assessment for learning development, and creative feedbacks. Besides, growth mindset of student teachers in post-learning management was significantly higher than in pre-learning management (p < 0.01).

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Thai teachers in primary school need to develop their learning management skills for promoting learners’ creativity and innovation ability. This research developed a training curriculum to enhancing teachers’ learning management skills. The objective was to developed a training curriculum to enhancing teachers’ learning management skills for promoting learners’ creativity and innovation ability. The sample groups were primary teachers in Suphanburi province under the Office of Basic Education Commission, Ministry of Education Thailand, total 49 people, and 104 learners. Conducted with the research and development methodology. The results found that the teachers’ learning management skills after implementing curriculum was higher than before at the statistical significance level of .01., and the learners’ creativity and innovation ability after implementing curriculum was higher than before at the statistical significance level of .01., and a training curriculum of this research composed of 3 units. Training activities based – on action learning approach. The researcher suggests that Professional Learning Community should integrate in training curriculum.