THE GUIDELINES FOR DEVELOPING TEACHERS IN LEARNING MANAGEMENT USING PROFESSIONAL LEARNING COMMUNITY PROCESS IN SCHOOLS UNDER SAKON NAKHON PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Abstract

The objectives of this research were to 1) examine the current and desired conditions for developing teachers in learning management using the professional learning community (PLC) process; 2) assess the needs for developing teachers in learning management using the PLC process in schools; 3) develop guidelines for developing teachers in learning management using the PLC process in schools; and 4) Evaluate the appropriateness and feasibility of the developed guidelines. The sample group consisted of 64 school administrators and 275 teachers, totaling 339 participants. The tools included a set of questionnaires, interview forms, and appropriateness and feasibility assessment forms. The sample size was determined using percentage criteria and obtained by simple random sampling. Statistics included percentage, mean, and standard deviation, and Modified Priority Needs Index (PNI_Modified)

The results of the research found that:

1. The current and desired conditions of teacher development in learning management using the PLC process in schools were overall at a high level.

2. The needs for teacher development in learning management using the PLC process in schools were prioritized from highest to lowest as follows: learning and professional development, support and shared leadership, cooperation and empowerment of professional community members, a friendly community in line with Thai traditions, and shared values ​​and vision.

3. The evaluation of the guidelines for teacher development in learning management using the PLC process in schools indicated that they were overall appropriate and feasible at the highest level.