Abstract
The objectives of this research are: (1) To study the current situation and need for developing professional learning community in primary schools; (2) To develop the model for developing professional learning community, and (3) To study the findings of development for professional learning community based on developed model related to knowledge, comprehension, and competency in developing professional learning community, teaching behavior and students’ quality. The research area was purposively selected three primary schools. Participatory Action Research was administered in 6 phases; there were 7458 participants. The instrument used for data collection in this study was questionnaire. The statistics used were frequency, percentage, mean, and standard deviation. The findings are as follows: (1) The current situation in developing professional learning community showed that the administrators’ overall opinion in all 5 aspects is in “High” level; (2) The model for developing professional learning community consisted of 4 major factors: (a) Preparation for learning organization; (b) Development of shared norm and value; (c) Learning from common work practice, and (d) the expected outcome. (3) The evaluative finding of teachers’ knowledge, comprehension, and competency in developing professional learning community was in “high” level. Key words: Model development, development of professional learning community, professional learning community in primary school.
Highlights
The National Education Act 1999 and the Revised Issue 2002 Thailand offered national reform for more than 10 years
The findings are as follows: (1) The current situation in developing professional learning community showed that the administrators’ overall opinion in all 5 aspects is in “High” level; (2) The model for developing professional learning community consisted of 4 major factors: (a) Preparation for learning organization; (b) Development of shared norm and value; (c) Learning from common work practice, and (d) the expected outcome
The instrument used for data collection was questionnaire which had 3 parts as follows: the first part was the checklist regarding respondents’ demographic data and school data consisting of 5 phases. the second part covered one’s opinion on the current situation and need for developing professional learning community in primary schools. it was ranked on a 5 level rating scale. there are 5 aspects: 1) the development of shared norm and value; 2) collective focus on students’ learning; 3) collaboration with teacher colleagues; 4) de-privatized practice or advice for work practice and 5) dialogue or discussion for reflecting on one’s work performance
Summary
The National Education Act 1999 and the Revised Issue 2002 Thailand offered national reform for more than 10 years. The evaluative findings from different work showed that Thai students’ learning achievement from quality measurement on average was in “Low” level. The O-net (Ordinary National Educational Test), or the international students’ evaluation of the organizational members for economic development cooperation (PISA- Program for International Student Assessment) showed that very little number of students could have high score. Mathematics and Science Competency, they had low score continuously especially in Mathematics and Science. Thai students belonged to the “Low” score group. According to the second round of external quality assessment (2006-2010) from data base
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