PROMOTING PROFESSIONAL LEARNING COMMUNITIES IN EDUCATIONAL INSTITUTION ADMINISTRATION UNDER THE SECONDARY EDUCATIONAL SERVICE OFFICE UBON RATCHATHANI AMNAT CHAROEN

Abstract

This research aimed to 1) study the creation of professional learning communities in educational institutions under the Office of the Secondary Education Service Area, Ubon Ratchathani, Amnat Charoen; 2) compare the creation of professional learning communities in educational institutions under the Office of the Secondary Education Service Area, Ubon Ratchathani, Amnat Charoen, classified by position, work experience, and school size; and 3) study the guidelines for creating professional learning communities in educational institutions under the Office of the Secondary Education Service Area, Ubon Ratchathani, Amnat Charoen. The sample used in the research was 21 school administrators and 327 teachers, totaling 348 people. This research employed a mixed methods approach. The statistical methods used for data analysis included descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (t-test and one-way ANOVA), along with content analysis for qualitative data.

          The results of the research found that 1) the practice in creating professional learning communities was at a high level, indicating that there was some effort and success in promoting collaborative learning among teachers and school personnel. 2) The comparison by position, experience, and school size found a statistically significant difference at the .01 level, which means that these factors affect the creation of professional learning communities in schools. 3) The guidelines for creating professional learning communities consisted of 5 main aspects: creating a shared vision; administrators should allow teachers and personnel to participate in determining the direction of the school; creating shared leadership; administrators should distribute authority and responsibility to teachers at all levels. Creating a shared culture, creating an atmosphere and context conducive to change and success, providing an environment, allocating educational resources equally to fully support teacher development, reflecting performance, and continuously monitoring and tracking progress in order to improve and develop the work of personnel.