Master teacher development professional learning community affecting the learning development of students in small schools : Ban Thong Lang School

Abstract

This research aimed to: 1) study the needs for master teacher development through a Professional Learning Community (PLC); 2) examine how master teacher development using the PLC process affects student learning development; and 3) evaluate the impact of master teacher development on students and the service area community of Ban Thong Lang School. The study employed a mixed-methods research design. The population and samples included 188 students and parents, 17 key informants, and 13 focus group participants. Research instruments consisted of questionnaires and interviews. Data were analyzed using mean, standard deviation, and content analysis.The research results revealed that:

1) Development Needs: Teachers' overall need to develop themselves into master teachers through the PLC process was at a high level ($\bar{x} = 4.41$), focusing on building collaborative networks to enhance instructional quality.

2) Master Teacher Development: The PLC process facilitated knowledge sharing, innovative teaching development, and systematic teamwork. This directly contributed to improving learning behaviors and addressing student issues within a small school context.

3) Development Outcomes: Master teachers effectively drove student learning, resulting in improved academic achievement. Furthermore, it fostered positive impacts on the service area community, increasing trust and collaboration between the school and the community in joint educational development