A MODEL FOR DEVELOPING TEACHER POTENTIAL IN ACTIVE LEARNING THROUGH A PROFESSIONAL LEARNING COMMUNITY: A CASE STUDY OF BANPRAKHONG SCHOOL AT BURIRAM PRIMARY EDUCATION SERVICE AREA OFFICE 1

Abstract

The objectives of this research were: 1) To study the components of teachers’ competency in active learning management and of professional learning communities; 2) To examine the current conditions, the desirable conditions, and the needs; 3) To develop a model for enhancing teachers’ competency; and 4) To study the results of implementing the developed model. The target group consisted of 10 teachers from Banprakhong School, selected through purposive sampling. The research instruments included a development model, survey forms, and evaluation forms. Data were analyzed using mean, standard deviation, the Priority Needs Index, and Percentage. The research findings revealed that teachers’ competency in active learning management comprised four components: self and peer development, being a change leader, ability in active learning management, and knowledge and understanding of curriculum implementation. The current condition was at a moderate level ( = 2.92, S.D. = .41), while the desirable condition was at the highest level ( = 4.62, S.D. = .49), with the highest need value .582. The professional learning community comprised four components: shared vision and values, shared leadership, collaborative teamwork, and community support. The current condition was at a moderate level ( = 2.93, S.D. = .42), while the desirable condition was at the highest level ( = 4.68, S.D. = .46), with the highest need value .597. The developed model consisted of five elements: principles, objectives, content, process, and evaluation. It was found to be highly appropriate and beneficial. The results of the model implementation indicated that teachers’ competency in active learning management was at a very high level (97.50%) and high level (2.50%). The overall performance in active learning management was very good (98.89%). Students demonstrated good to excellent competency (97.98%), and teachers’ satisfaction with the competency development through PLC was at the highest level.