The Administration of Professional Learning Communities In Secondary School

Abstract

The purposes of this research were 1) to determine the administration of professional learning communities in the secondary school and 2) to study the opinions of the secondary school directors in Nakhon Pahom toward professional learning communities in the secondary schools. The research procedure consisted of 2 steps: 1) collecting, analyzing and summarizing data from 21 experts regarding the administration of professional learning communities in the secondary school by using Ethnographic Delphi Futures Research (EDFR) technique. The research instruments were semi-structured interviews and questionnaires. 2) Meeting with 29 secondary school directors to gather opinion on the administration of professional learning communities in the secondary schools. The statistics for data analysis were median, mode, interquartile range, and content analysis.

          The research findings revealed that:

1. The administration of professional learning communities in the secondary school consisted of 6 components (73 items) : 1) leadership (18 items) 2) planning and preparing (13 items)                              3) distributing leadership (5 items) 4) personnel development (12 items) 5) supporting resources             (10 items) 6) monitoring and evaluation (15 items)


2. The opinions of the secondary school directors in Nakhon Pahom toward the administration of professional learning communities in the secondary school was consistent with the aforementioned 6 components (73 items) of the administration of professional learning communities in the secondary school and emphasized that 1) the school director must be a leader at the beginning of the administration of professional learning communities and fully comprehends the professional learning communities, 2) the school director needs to raise teacher’s awareness and inspiration; “explosion from within”, 3) the school director should promote teachers to be confident, independent, and self-leading to choose learning methods for students, 4) the school director has to encourage self-leading team in school, 5) Should not clearly schedule for the school director to join the professional learning communities in the school, 6) monitoring and evaluation was important for the professional learning communities to continue so sustainably and become a school’s norm.