Developing Teachers’ Competency in Instructional Management to Promote Students’ Self-Directed Learning in Opinion Writing through the Professional Learning Community Process at Khlongthomratrangsan School

Abstract

This research aimed to develop teachers’ competency in instructional management to promote students’ self-directed learning through the process of a Professional Learning Community (PLC) at Khlongthomratrangsan School , under the Secondary Educational Service Area Office Trang-Krabi. The study employed an action research design. The target group consisted of purposively selected teachers who participated in the PLC. Research instruments included a PLC activity log, a learning management plan evaluation form, and a supervision form focused on promoting self-directed learning. Data were analyzed using content analysis and descriptive statistics, including mean and standard deviation.

      The research findings revealed that: 1) Participating teachers were able to design learning activities and write learning management plans that fostered self-directed learning. The activities encouraged students’ self-management, self-assessment, and self-adjustment, with an average evaluation score of 5.00, indicating excellent quality. 2) Teachers adjusted their instructional practices by refining reflective questions to encourage students to identify strategies for self-improvement. Teachers also guided reflective questioning and designed activities that enabled learners to make changes based on their reflections. As a result, students developed self-directed learning skills in all three dimensions: self-management, self-assessment, and self-adjustment. 3) From reflective practices, teachers gained competency in designing and managing instruction that supported self-directed learning. Furthermore, they were able to apply these competencies in their teaching and use them as a foundation for future professional development and career advancement