INTEGRATING PROFESSIONAL LEARNING COMMUNITIES WITH PERFORMANCE AGREEMENTS IN TEACHER TO ENHANCE STUDENT ACHIEVEMENT

Abstract

This article explores the integration of Professional Learning Communities (PLCs) with Performance Agreements (PAs) for enhancing student achievement within the basic education system. The PLC concept is widely recognized as a crucial mechanism for teacher professional development, fostering collaborative efforts to improve student-centered learning. Simultaneously, PAs serve as an administrative tool that enables teachers to set clear goals for their own development and for student learning. Integrating these two processes will motivate teachers to engage in self-development based on empirical data, facilitate systematic knowledge exchange and reflection, ultimately leading to improved teaching and learning quality and sustainable elevation of student outcomes. This study presents an integrated conceptual framework that links teacher professional development through PLCs with clear goal setting and measurable indicators via PAs. Such integration is expected to result in continuous teacher professional development, enhanced teaching and learning quality, and sustainable improvement in student learning achievement, especially in an era where digital technology plays a vital role in education. Therefore, this study proposes a conceptual framework and practical guidelines that can be applied in educational institutions to create an effective teacher professional development system, responding to the demands for elevating student quality in Thai education during the 21st century.