Main Article Content
This research aimed; 1) to develop the proficiency of administrators in secondary schools in Mukdahan province in terms of research and student-centered educational learning management based on the Constructivism concept according to monitoring and exchanging knowledge due to the educational development, 2) to enhance the levels of learning achievement and raise the O-NET test results of Mukdahan high school students and 3) to gradually organize the processes of knowledge management of student-centered educational management by teachers, school administrators, in secondary schools in Mukdahan province, which will create a learning community (Professional Learning Community (PLC)). Target groups include 360 school administrators, and teachers from 30 secondary schools in Mukdahan province. The research instrument was research a form, observe schedule, unstructured interview, taking lesson, basic statistical quantitative data analysis, and qualitative data analysis (Inductive Content Analysis). The results revealed that;
- The school administrators, academic teachers and teaching staff gained the knowledge and understanding to establish educational measurement tools, to establish educational measurement tools in accordance with the core curriculum standards, to apply the instructional models to the classroom, to establish a Test blueprint that is consistent with the quality and based on the core curriculum standards, to gain the knowledge and understanding of standardized tests, and learn how to weight the test Indicators, to have clearer and easier frameworks for teaching and testing and to recognize the principles of grade weighting or to determine the number of items.
- The results of the O-NET test of the Mukdahan secondary school Grade 3 students in academic year of 2016 were higher than the academic year 2015.
- The results of the process of knowledge management in student-centered educational management by using PLC process in accordance with the basis of Kemmis and Mactaggat concept, the research methodology found that supportive needs were knowledge of activities, integrated teaching and new teaching techniques, continuing training courses on the analytical curriculum in every year before school stating period, knowledge on assessment and evaluation, the different types of assessment and evaluation, and the selection of good or effective items, exams to apply in the classrooms assessment.