THE DEVELOPMENT OF A MODEL FOR ENHANCING TEACHERS’ COMPETENCY IN ACTIVE LEARNING MANAGEMENT THROUGH LESSON STUDY INTEGRATED WITH A PROFESSIONAL LEARNING COMMUNITY TO IMPROVE STUDENT QUALITY AT MAETAM TADKWAN WITTHAKHOM SCHOOL UNDER THE CHIANG RAI SECONDARY EDUCATIONAL SERVICE AREA OFFICE

Abstract

This research aimed to 1) Study the current conditions and problems, 2) Develop and validate a model, 3) Compare teachers’ ability in active learning management with the 80 percent criterion, 4) Examine the quality of learners after implementing the model, and 5) Evaluate the model The study employed a research and development (R&D) approach. The informants were 22 teachers from Maetam Tadtkwan Wittayakom School in the 2025 academic year, selected through purposive sampling. The research instruments included a model for enhancing teachers’ ability in active learning management and an assessment form for evaluating such ability. Data were analyzed using mean, standard deviation, percentage, and a one-sample t-test. The findings revealed that the current state of teachers’ active learning management was at a moderate level ( = 3.47), while the desirable state was at the highest level ( = 4.77). The model consisted of five components: principles, objectives, processes, measurement and evaluation, and supporting conditions for success. The process comprised four steps (A-PAR): analyzing learning problems, planning learning management strategies, implementing learning management and classroom observation, and reflection and knowledge sharing. Each step was integrated with the Professional Learning Community (SCCER-US) process, which includes shared vision, shared norms and values, setting common goals focused on student learning, collaborative teamwork, coaching by experts, reflective dialogue, the use of data for continuous improvement and the supporting conditions. Teachers’ ability in active learning management was at the highest level ( = 4.58), with a percentage of 91.60, which was significantly higher than the 80 percent criterion at the .01 level of statistical significance. Students’ academic achievement, desirable characteristics, and key competencies were higher than those in the 2024 academic year. Teachers’ opinions on the use of the model were also at the highest level ( = 4.65).