Quality Culture Affecting Professional Learning Communities in World-Class Standard Schools under the Secondary Educational Service Area Office 25

Abstract

This research aimed to investigate 1) the level of quality culture in world-class standard schools under the Jurisdiction of the Secondary Educational Service Area Office 25, 2) existing level of being an professional learning community among worldclass standard schools, 3) the quality culture and its relationship with the professional learning community in world-class standard schools, 4) quality cultures and their influences on the development of the occupational learning community in world-class standard schools. The participants were 329 teachers and administrators from world-class standard schools. Questionnaires were used for data collection. The data was analyzed via mean, percentage, standard
deviation, the Pearson Product Coefficient, and the stepwise multiple regression. The following results were observed. 1) The level of the quality culture in world-class standard schools was at a “high” level. The itemized study of the quality culture showed that most items were also at a “high” level. The first two factors rated with the highest scores were valuing the service recipients, and leadership qualities. The item with the lowest score was team work. 2) The existing level of being a professional learning community among the schools was at a “high” level. The first two factors with the highest scores were values and visions of organization and professional learning and development. The item rated with the lowest score was collaboration. 3) The relationship between the quality culture and the level of being an professional learning community in world-class standard schools was rated at a “high” level in all items. All pairs of relationship possessed positive relationships with a statistical significance at the level of 0.01. 4) It was observed that there were three quality cultures of the world-class standard schools that enhanced the development of the professional learning community including; 1) valuing the service recipients, 2) empowerment and 3) team work. The multiple correlation equal to 0.828, a predictive coefficient or the predictive power of 68.5 percent, with statistical significant level at 0.01. Accordingly, the prediction equation can be presented via forms of unstandardized and standardized scores as follows: Prediction equation with unstandardized score = 0.785 + 0.399() + 0.223() + 0.180() Prediction equation with standardized score   = 0.433() + 0.261() + 0.221() 8