KNOWLEDGE SYNTHESIS FOR DEVELOPING THE APIRC SYSTEMIC COACHING FRAMEWORK TO ENHANCE TEACHERS’ ACTIVE LEARNING COMPETENCIES IN KRABI PRIMARY EDUCATIONAL SERVICE AREA OFFICE

Abstract

Enhancing teachers' competency in active learning is essential for improving educational quality and developing learners' competencies required for the twenty-first century. However, teacher professional development still lacks mechanisms that effectively connect knowledge with classroom practice and provide continuous professional support, limiting the successful implementation of active learning in schools. This article aims to 1) synthesize knowledge on systemic coaching, teacher competency development, and active learning; 2) develop the APIRC Systemic Coaching Framework; and 3) propose guidelines for its implementation in the Krabi Primary Educational Service Area Office. Documentary research and conceptual synthesis were employed through content analysis of relevant theories, academic literature, and research studies.The synthesis led to the development of the APIRC Systemic Coaching Framework, comprising five components: 1) Awareness-building awareness and establishing development goals; 2) Planning-planning teacher competency development; 3) Implementation-translating development plans into practice through active learning design, the integration of educational innovation and digital technology, assessment for learning, and the use of feedback to improve teaching; 4) Reflection-reflecting on practice and synthesizing lessons learned; and 5) Coaching Support-providing coaching, supervision, monitoring, and professional support through instructional coaching, educational supervision, and professional learning communities. Instructional leadership, educational supervision, professional learning communities, and digital technology function as systemic support mechanisms.The proposed framework integrates systemic coaching, teacher professional development, reflective practice, and active learning into a coherent model for enhancing teachers' competency. It provides a practical framework for linking educational policy with classroom practice and contributes to sustainable improvements in teaching quality, student learning, and educational quality.