PROFESSIONAL LEARNING COMMUNITY AS A MECHANISM FOR ENHANCING THE BEHAVIORAL COMPETENCIES OF TEACHERS SERVING AS HEADS OF PERSONNEL ADMINISTRATION IN EDUCATIONAL INSTITUTIONS ACCORDING TO THE FOUR SANGAHAVATTHU PRINCIPLES

Abstract

School personnel administrators are valuable human resources within the personnel management system and should therefore be maintained and developed to attain appropriate competencies for effective personnel work in educational institutions and job satisfaction. Professional Learning Communities (PLCs) are employed as a mechanism for strengthening the behavioral competencies of school personnel administrators based on the principles of the Four Bases of Social Solidarity (Sangahavatthu IV) in order to develop the competencies of school personnel administrators to perform their duties within the context of contemporary educational institutions facing challenges related to organizational quality amid diverse educational changes. Although educational institutions have continuously emphasized personnel competency development, most development processes focus on theoretical training rather than learning through actual practice. Consequently, personnel are unable to enhance their work competencies or effectively apply acquired knowledge to their professional practice. This article employs documentary analysis and conceptual synthesis of relevant knowledge to explain approaches to developing the behavioral competencies of school personnel administrators in the areas of communication, coordination, relationship management, and leadership. Professional Learning Communities function as a mechanism for transforming theoretical learning into behavioral competency development through collaborative learning, problem analysis, reflection, experience sharing, and learning from real-life situations.Furthermore, the Four Bases of Social Solidarity (Sangahavatthu IV), namely Dāna (generosity), Piyavācā (kind speech), Atthacariyā (beneficial conduct), and Samānattatā (impartiality and equality), serve as the moral foundation of the collaborative learning process by promoting knowledge sharing, constructive communication, working for the common good, and equality in collaborative learning, thereby leading to trust, cooperation, and a learning-oriented organizational culture, which can be applied to enhance human resource management in educational institutions effectively.