The development of professional learning community training with dialogue to enhance Project-Based Learning management: A case study of teachers from the Sarasas private school network in Thailand

This study is based on the idea of a professional learning community, which is a group of educators who get together to share teaching insights, gaining managerial expertise through the process of a professional learning community, which facilitates the transfer of information and the planning of operations that will result in actual operations, the PLC process driving model may be used by teachers to conduct research in the classroom on a regular basis and to share the findings with other members of the teaching staff in order to maintain continuity and sustainability. Therefore, this research article aims to; 1) to create innovation to drive the professional learning community process for small educational institutions and remote areas, 2) to apply innovations in driving the professional learning community process to network educational institutions, small educational institutions, and remote areas, and 3) to confirm innovation in driving the professional learning community process for small educational institutions and remote areas.It is research and development, and the sample was drawn from purposive selection of small educational institutions in Phetchabun Province, Phichit Province, and Nan Province, totaling 7 locations, confirm the format by referencing qualified experts. The tools used in the research include; seminar recording form on innovation creation, workshop project manual, workshop project evaluation form, and opinion questionnaire. Statistics used include; percentage value; average; standard deviation; and analyze content.The results of the research found that; 1) Innovation driven process of professional learning community for small educational institutions and remote areas that are built there are 6 aspects; management, teacher and personnel development, environment and learning management atmosphere, co-leadership, learning management and professional development and Applying learning outcomes to improve learner quality. Performance before development in high level, mean ( = 4.34, S.D.=0.61) after development at the highest level with an average ( =4.50, S.D.=0.59) an increase of +0.13, 2) Bring innovation to drive process of professional learning community for small educational institutions and remote areas the overall assessment results were at a high level, 3) Confirmed the creation of innovations to drive process of professional learning community for small educational institutes and remote areas it was found that there were several interrelated elements be appropriate. It is feasible, useful and theoretically accurate 100 percentages. The researcher offers the following recommendations on how to apply the research study's findings to promote better educational management; 1) until learners are able to develop themselves to their full potential, driving the professional learning community process for small educational institutions and remote areas should give educational institutions, teachers, and students opportunities to creatively design learning together, this can be done by creating a professional learning community development plan that is clear and appropriate to the context of learners, and 2) teachers should use innovation to guide the process of professional learning communities for distant and small educational institutions, build routine research to be varied, fulfill the requirements of students, and empower students to be social innovators.

Background Presently, models of professional development aimed at supporting teachers’ technology integration efforts are often short and decontextualized. With many schools across the country utilizing standards that require students to engage with digital tools, a situative model that supports building teachers’ knowledge within their classrooms is needed. Purpose of Study The purpose of this study was to examine how teachers’ instructional planning and delivery, as well as their perceptions of their proficiency with technology integration, changed when they participated in a model of technology-focused professional development titled the Technology Integration Planning Cycle Model of Professional Development. The researchers also examined the relationship between students’ (N = 1,335) digital literacy skills and teachers’ participation in the Technology Integration Planning Cycle Model of Professional Development. Program The TIPC Model of PD comprised whole-group professional development sessions, long-range planning, access to instructional coaches, professional learning communities, digital tool resources, observations with reflections, and a comprehensive project website. Research Design This mixed-methods study combined numerous quantitative and qualitative data sources and data analysis techniques to answer the research questions. Pre- and posttest comparisons were used to examine changes in students’ digital literacy skills and changes in teachers’ perceptions of their pedagogical expertise for integrating digital technology. Daily diaries, classroom observations, interviews, and field notes were analyzed to understand the role of the professional development in teachers’ instructional planning and their perceptions of their proficiency. Findings Results indicate that students in classrooms with participant teachers performed significantly better on a digital literacy assessment, the Survey of Internet Use and Online Reading, than did control group students. Selective exposure to digital tools, professional learning communities, and opportunities for reflection were the most transformative elements of this model for teachers. Teachers were better prepared to envision their roles in the classroom and the purposes for integrating technology because of the TIPC framework. Conclusions The results of this study provide important implications for professional development, particularly in regard to (1) providing a model in which to ground discussion and application of technology integration; (2) situating digital tools within context-driven instruction; and (3) using multiple modes of teacher engagement.

Background: The School Health Service is to help children at school to achieve the maximum health possible for them to obtain full benefit from their education. This study aimed to examine the differ-ence in the knowledge and practice of school health services between public and private primary schools in Ado Ekiti.Methods: This was a comparative cross-sectional study of public and private primary schools. A multistage sampling technique was used to recruit 425 teachers in 80 public and private schools into the study. A semi-structured, self-administered questionnaire and observational checklist were used for data collection. Data were analysed using SPSS version 25. Descriptive statistics such as per-centages, the sample mean, and frequency tables were done. Inferential statistics were used to test for associations between categorical variables and statistical significance set at p-value < 0.05.Results: The mean age of the teachers in public schools was 42.0 ± 7.5 years, compared to 30.46 ± 7.2 years for teachers in private schools. Married teachers in public and private schools were 202 (92.7%) and 125 (60.4%) respectively. In the public schools, 64 (29.4%) teachers had more than 15 years’ experience and 11 (5.3%) in private schools. More than half of the teachers in both public and private schools had good knowledge of school health services, 118 (59.0%) and 89 (55.3%) respec-tively with p value of 0.477. Only 4 (10%) of the public schools investigated had good practice of school health service while it was 23 (57.5%) in private schools, this was statistically significant with p value of 0.001.Conclusions: There was no significant difference between the knowledge of school health services among teachers of public and private schools. School health services were better practiced in private schools when compared to public schools. Advocacy for strategies that promote a more comprehensive practice of school health services is especially recommended in public schools.

Public concerns about education seem to increase daily and have resulted in a ceaseless flood of reform recommendations that began in the 1980s. Bureaucratic bloat is blamed for the lack of rapid improvement and policy makers in many countries seek more nimble and responsive schools through site-based management coupled with accountability for results. This trend has been joined by an emphasis on clearer expectations about what students should know and better tests to measure whether students (and schools) are doing a good job. Teachers, administrators and policy makers are, consequently, living in an environment that increasingly emphasizes accountability, data-based decision-making and continuous improvement. The policy focus on structural and curriculum reform initiatives has been joined in recent years by arenewed emphasis on improving the social organization of the school. Researchers have also begun to pay more attention to how adults work together to create effective learning environments in schools. A focus on social capacity for change is increasingly capturing the imagination of teachers and administrators; national and local authorities in a number of countries have responded by supporting or developing initiatives to increase human capacity, including school leader academies and networks, new teacher assessment practices, and improved induction for teachers. This chapter explores two approaches to school improvement that are directly related to this book’sfocus on teacher and school development: professional community (PC) and organizational learning (OL). They have resonance because they build on two overlapping issues: organizational learning focuses on how people find and use “good” information to improve their collective work; professional community reflects the natural strengths of schools and educators, as generally cooperative and concerned about student learning. In recent years, PC and OL have become merged in the educational literature, increasingly becoming known as professional learning communities (PLCs). Their popularity builds both on an increasing research base and also on practical appeal. PLCs are not expen-sive, comprehensive reforms requiring radical change with big up-front investments. To shift a school toward organizational learning and professional community requires rearranging existing resources and the imaginative use of talents and preferences that may have been undetected in traditional schools. In other words, they begin with the assumption that teacher development necessitates building on human capital that already exists. In this chapter I first examine some of the conceptual and empirical underpinnings that support a focuson PLCs. Second, I look at what we know about the effects of PLCs on school outcomes that matter,focusing on related literature from outside education as well as from our educational research colleagues.1Finally, I address the characteristics of schools that need to change if PLCs are to achieve their potential benefits for teacher development.

This study examined the professional and personal development of private and public senior high school teachers in Jones, Isabela, Philippines. Using a descriptive survey design, 60 teachers completed questionnaires assessing their demographic profiles, 21st-century competencies, and personal and professional capabilities. The results showed high proficiency across most areas, with no significant differences between private and public school teachers. Educational attainment positively impacted professional capabilities. Teachers demonstrated strong skills in classroom management, communication, and creating a respectful learning environment. However, areas for improvement include supporting learners and adapting to technological changes. These findings highlight the importance of ongoing professional development to enhance teaching practices and student outcomes. Key implications include the need for collaborative learning experiences, technology integration, and curriculum design that incorporates real-world applications. The recommendations emphasize personalized professional development programs, reassessing assessment methods, and creating inclusive learning environments. This study contributes to understanding teacher development in the Philippine context, particularly by comparing the private and public sectors. This underscores the critical role of teacher motivation and enthusiasm in fostering student engagement. Future research should explore the long-term impacts of professional development initiatives and examine rural-urban disparities in teacher capabilities. Overall, the study advocates for a holistic transformation of educational practices to better equip teachers to meet 21st-century challenges and improve students’ learning experiences.

هدف آموزش کمک به پیروزی افراد است و نظام آموزشی که در تحقق این امر کارایی لازم را نداشته باشد، نیازمند بازبینی و اصلاح است. هدف این پژوهش، بهره گیری از اصول تفکر ناب برای شناسایی و حذف موانعی است که تبدیل نظام آموزشی ایران به اجتماع یادگیرندة حرفه ای را به چالش می کشاند. در این پژوهش کیفی، با استفاده از روش نمونه گیری هدفمند در قالب کاربردی سیستماتیک از روش پژوهشی داده بنیاد، داده های حاصل از 13 مصاحبة نیمه ساختار یافته با خبرگان ، مشاهدة 10 منطقة آموزشی استان تهران و تحلیل محتوای 45 سند مرتبط،‌ با کدگزاری در نرم افزار MAXQDA 12 مورد بررسی و تجزیه و تحلیل قرار گرفته اند. 1370 کد استخراج شده، در قالب 239 مفهوم، 19 مقوله و 6 مؤلفه دسته بندی شده اند. بر اساس نتایج حاصل از تحلیل داده ها، آموزش بر اساس نیازهای فراگیران، معلمان و سایر ذی نفعان عامل اصلی لزوم شکل گیری اجتماع یادگیرندة حرفه ای است که فرایندها و تعاملات شکل دهندة آن مثل همکاری، به اشتراک گذاشتن، ارزیابی و شناسایی، تحت تأثیر عوامل زمینه ای تسهیل گر (فرهنگ و رهبری) و عوامل بازدارنده (ضعف ها و اتلاف ها) قرار می گیرند. شدت و ضعف این دو دسته از عوامل،‌ می تواند موجب بروز تغییراتی مثبت یا منفی در پیامدهای مورد انتظار این جوامع گردد.

Effective management has a big effect on teachers' professional development and the establishment of mutual learning environments. The outcome of Principals' Instructional Leadership (PTL) on the growth of primary school teachers' professional learning communities was examined in this research, with a focus on the mediating function of school climate, particularly behaviors related to trust and knowledge sharing. 750 teachers from 85 primary schools, from a diversity of socioeconomic backgrounds throughout five districts, participated in the survey. The development of teachers' professional learning communities and principals' teaching leadership were found to be significantly correlated by the study using correlation analysis, mediation analysis, and structural equation modeling (SEM). Principals’ leadership in developing a learning-centered atmosphere directly affected teachers’ involvement and professional learning; this effect was entirely mediated by the degree of trust and information exchange in the school environment. According to these findings, principals can create a supportive school climate that promotes professional development by emphasizing teachers' collaborative knowledge sharing and trust building to strengthen professional learning communities.

There are many children who look normal and behave normally but academically, they are not as good as their peers. They suffer from a lesser-known condition called learning disability (LD). Children spend most part of their learning hours in school with teachers, who are responsible for the integrated all round development of a child. Keeping all this in view a comparative study of awareness and attitude regarding learning disabilities of children was carried out among teachers working in selected private and Government schools of Ambala, Haryana. Objectives of the study were to assess and compare the awareness and attitude of private and government school teachers regarding learning disabilities of children. The study was also intended to determine the relationship between awareness and attitude scores of private and government school teachers regarding learning disabilities of children and to find the association of the levels of awareness and attitude of private and government school teachers regarding learning disabilities of children with selected personal variables. 120 subjects (60 form private schools and 60 from Government schools) were conveniently selected. The data related to awareness and attitude of teachers was assessed by their response to structured awareness questionnaire and 3- point attitude scale. There was no significant difference in awareness of private and government school teachers regarding learning disabilities of the children. Moreover, in both the private and Government schools, the teachers had the highest awareness deficit in the area of ‘role of teachers in management of learning disabilities’. There was a significant difference in attitude of private and government school teachers towards children suffering from learning disabilities. A low degree positive relationship was also found between awareness and attitude obtained by private and government school teachers regarding learning disabilities of children

Inclusive education (IE) in Indonesia has garnered growing attention, particularly at the primary school level, sparking ongoing dialogue about effective practices and systemic challenges. This study explores the reality of implementing inclusive classrooms through the lens of public and private primary school teachers, whose attitudes and practices are critical to the success of IE implementation. Using a qualitative research approach, data were gathered through online semi-structured interviews with seven primary school teachers. Responses from public and private school teachers was analysed using thematic analysis to examine differences in their perspectives about IE implementation. Finding reveals pronounced contrasts between private and public institutions IE practice. Private schools, empowered by greater autonomy and resources, implement more diverse and adaptive inclusion strategies. In contrast, public schools, depend heavily on centralised government support, revealing a need for increased flexibility and targeted support. Overall, IE practice in Indonesian primary schools has shown significant progress, evidenced from teacher’s positive view of IE and commitment to provide inclusion in the classroom. Despite progress, urgent demand for equitable and sustainable professional development (PD) or training for classroom teachers is evident. The findings further also suggest a national policy framework that fosters cross-sector collaboration to accelerate nationwide IE. • Indonesian primary schools show notable progress in IE. • Private schools are ahead in resources and autonomy for IE. • Public schools need more autonomy and targeted support for IE. • Urgent need for professional development for teachers in IE. • Cross-sector collaboration essential to excel IE.

This study aimed to identify the degree of practicing time management among English language teachers in basic private schools in the Capital Governorate, and its relationship to their organizational loyalty. To achieve the objective of the study, a questionnaire was developed consisted of two parts, the first part included (34) items for time management, and the second part included (19) items for organizational loyalty. A random sample of (346) male and female teachers was selected. The results of the study showed that English language teachers in private schools practice time management at a large extent, and that organizational loyalty was high. Also, the results revealed a high positive correlation between the degree time management practice by English language teachers in private schools and their organizational loyalty.

Teachers' professional learning community, as an effective path to promote teachers' professional development and elevate teaching quality, has been widely used in school contexts. In preschools, the practice of teachers' professional learning community mainly focuses on the curriculum in early childhood education. The revision and adaptation of the scale of the professional learning community for preschool teachers in the Chinese cultural context are of great significance for understanding the current situation of the professional learning community for preschool teachers and improving the quality of collaboration within the community. Teachers' Professional Learning Community scale was revised into the Curriculum-Based Professional Learning Community scale according to the characteristics of the curriculum in early childhood education in the Chinese context. Based on the data from a sample of 2,823 teachers, the study conducted an item analysis and exploratory factor analysis (EFA) on participants from sample A (N = 1,410) and confirmatory factor analyses (CFAs) on participants from sample B (N = 1, 413). Short-form Teacher Self-Efficacy scale was used as the criteria-related validity instrument. Sample A and sample B were used to explore the relationship between various dimensions of teachers' professional learning community and teachers' teaching efficacy. The results showed that instead of the five-factor structure of the original PLC scale, the Chinese version of the CBPLC scale consists of four factors: Shared Sense of Purpose, Collective Focus on Children Learning and Development, Collaborative and Reflective Activity, and Deprivatized Practice. The revised scale has high reliability and validity and can be used as an effective tool to measure the curriculum-based professional learning community of preschool teachers in China. The results of CFA indicated that the four-factor CFA model fit the data well, and the CBPLC significantly and positively predicted teachers' self-efficacy including instructional strategies, students' engagement, and classroom management.

Background and Aims: Educational supervision is considered the heart of the development of educational institutions' administrators, teachers, and educational personnel. Because the various missions of the educational institution will be successful according to the stated objectives, it requires cooperation from many parties in many areas, especially in the development of the quality of teaching and learning. Thus, this research aimed to develop and evaluate the effectiveness of the internal supervision model by using professional learning community processes for the Phibunmangsahan School of UbonRatchathani Provincial Administrative Organization. Methodology: Research methodology as research and development the implementation of 3 phases; phases 1: study current and desirable states on internal supervision and professional learning community in Phibunmangsahan School of UbonRatchathani Provincial Administrative Organization, phases 2: development of internal supervision model by using professional learning community-based for UbonRatchathani Provincial Administrative Organization, and phases 3: evaluation of effectiveness of internal supervision model by using a professional learning community for UbonRatchathani Provincial Administrative Organization. The target group in the research. Phase 1 is divided into 2 groups; 1) school administrator, head of academic administration, head of internal supervision, head of learning group 15 people and provide information by group discussion. 2) school administrator, head of learning group, teachers 30 people and provide information by questionnaire. Phase 2 is 5 experts. In Phase 3, the head of academic administration, the head of the learning group, and teachers 28 people. The research instruments used were 5-point rating scale questionnaires, structured interviews, performance assessment forms, and satisfaction assessment forms were used for data collection. Data were analyzed by frequency, percentage, mean, standard deviation, PNIModified, and paired t-test. Results: The findings were as follows: (1) The study's current and desirable states on internal supervision and professional learning community in Phibunmangsahan School of UbonRatchathani Provincial Administrative Organization, (1.1) overall, the current state on the internal supervision was at a high level and the desirable state was at the highest level, respectively. When considering the need index, it was found that the internal supervision on Implementation gained the need index with the highest level from all 5 aspects. And 2) overall, the current state of the professional learning community was at a high level, and the desirable state was at the highest level, respectively. When considering the need index, it was found that the professional learning community was a caring community with the highest level of the need index from all 6 aspects. (2) Internal supervision model by using the professional learning community process for Phibunmangsahan School of UbonRatchathani Provincial Administrative Organizational, it was found that the internal supervision model consisted of 5 elements, namely: preparation; planning; implementation; evaluation; and improvement and development. Also, the professional learning community consisted of 6 elements, namely; shared vision; collaborative teamwork; shared leadership; professional learning and development; caring community; and supportive structures. The model, on the whole, was theoretically reasonable and possible at the highest level. (3) The head of academic administration, head of the learning group, and teachers gained higher knowledge scores on internal supervision and professional learning communities than before with a statistical significance of .05 the score increased up to 5.07. Implementing scores based on the internal supervision model and professional learning community, on the whole, were higher than before with a statistical significant of .05 that the scores increased up to 0.72 points, as well as the satisfaction score, was overall at the highest level.

Professional learning communities provide ongoing professional development for teachers, where they become learning leaders and actively participate in school improvement. Continuing professional development (CPD) is vital in improving educational outcomes, as its importance has been proven over the years. This article explores the need for professional development of teacher educators in Myanmar and the utility of professional learning communities in improving teacher quality. This study aims to explore a comprehensive understanding of professional learning communities to support the professional development of teacher educators in improving the quality of education. The research questions are: (1) What are teacher educators' perceptions of PLCs' influence on their professional development? (2) Are there any variations in the teacher educator's professional development in professional learning communities regarding their factors? (3) Is there any significant relationship between professional learning communities and the professional development of teacher educators? Quantitative research methods were used in this study. Survey data were collected from 70 participants (teacher trainers) from seven Education Colleges. The analysis shows that when done well, professional learning communities can impact teacher quality. Some research suggests that teacher professional development is closely related to teacher professional skills and school improvement. The collective learning process helps teachers understand the subject better and broadens their knowledge base. This will help improve student performance and school quality in the future. Teachers' professional development in PLCs were similar based on their position and teaching service as teacher educators. However, teachers were significantly different regarding their age and educational qualifications. In this study, teachers had a high level of collective efficacy. There were significant differences among teachers based on their teaching age, position and educational qualification. Lack of time, teacher accountability, leadership skills, and the negative attitudes of participating teachers were the most frequently cited challenges in implementing PLCs. As a result, educators and stakeholders can use these findings to implement professional learning communities.

This paper argues the need for coherent, holistic frameworks offering insightful understandings as well as viable, connected and synergistic solutions to schools in addressing pressing problems arising from the acknowledged gaps between research, practice and professional development. There is a need to conceptualise a comprehensive conceptual framework that rationalises, constructs and connects salient professional development concepts and practices fit for purpose in twenty-first-century schools. Specifically, three themes conceptualise existing problems faced by schools and their possible solutions: first, bridging the research–policy–practice gap by mobilising knowledge more effectively through knowledge producers and consumers working collaboratively; second, valuing and integrating both tacit knowledge and academic coded knowledge; and third, raising the professionalism and reflectivity of teachers and leaders. However, a new organisational and human infrastructure is needed to enable these solutions to be realised in school practice. Arguably, three responses are critical to this challenge of knowledge mobilisation; all are achievable through the powerful unifying concept of the ‘research-engaged school’. The three responses are: research engagement on the part of all teachers and leaders; creating schools and school networks as professional learning communities; and adopting a workable methodology (namely, research–design–development) for teachers and leaders to put research into practice and tailor innovations to specific school contexts.

The study examines the comparative investigation of job motivation, perceived job stress and job satisfaction on teacher's efficacy among public and private secondary school teachers in Ekiti State, Nigeria. The study adopted a descriptive design of correlational type. A Sample of two hundred hundred fifty public and private secondary school teachers were selected using a multi-stage sampling technique. Four scales were used to collect information. Eight research questions were raised and answered in the study. Data collected were analyzed using T-test and Multiple regression analysis. Results indicated that there was a significant difference in the teaching efficacy of public and private secondary school teachers; t (248) = -3.206, p < .05, there was also a significant difference in the job motivation of public and private secondary school teachers; t (248) = -2.159, p < .05, a significant difference also was observed in the perceived stress of public and private secondary school teachers; t (248) = -3.648, p < .05 and a significant difference in the job satisfaction of public and private secondary school teachers was also observed; t (248) = -2.742, p > .05. The Regression analysis revealed that there was a joint effect of the independent variables (job motivation, perceived stress and job satisfaction) on public school teachers' efficacy (R = .598, P < .05). 34.3% of the variance was accounted for by the predictor variables when taken together. The significance of the composite contribution was tested at (P < .05). Furthermore, there was also a joint effect of the independent variables (job motivation, perceived stress and job satisfaction) on private school teachers' efficacy (R = .641, P < .05). 39.4% of the variance was accounted for by the predictor variables when taken together. The significance of the composite contribution was tested at (P < .05). It is recommended from the findings of the study that the welfare of teachers who are the engine room of secondary education is very critical to their efficacy most notably in the private secondary school section. Also, Government, employers and stakeholders in the secondary education must ensure the wellness of teachers in order to facilitate the learning process towards good teaching, self-development of teachers, students and nation at large.