Implementation of Professional Learning Community in Islamic Private Schools under the Office of Private Education, Satun Province
Keywords:
Professional Learning Community, Private Schools, Satun ProvinceAbstract
Objective: The objectives of this study were: 1) to examine the implementation of Professional Learning Communities (PLCs) in Islamic private schools under the Office of Private Education, Satun Province; 2) to compare PLC implementation by gender, educational level, work experience, and school size; and 3) to explore appropriate guidelines for PLC implementation aligned with the context of private schools in Satun Province.
Methodology: This study employed a quantitative research design. The sample consisted of 189 teachers from the private Islamic schools in Satun Province. A questionnaire covering six PLC components was used as the research instrument. Data were analyzed using descriptive statistics (mean and standard deviation), t-tests, and one-way analysis of variance (ANOVA).
Research Findings: The results indicated that the overall level of PLC implementation in Islamic private schools in Satun Province was high, particularly in the area of professional learning and development. Comparisons by gender, educational level, and school size revealed no statistically significant differences, whereas differences based on work experience were statistically significant in certain components. Moreover, effective PLC implementation should be developed through an integrated approach emphasizing shared vision, shared leadership, teamwork, and supportive structures to strengthen PLC sustainability.
Contributions: The findings can be applied as practical guidelines for advancing PLCs in private schools by promoting shared vision, participatory management, and the exchange of best practices.
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