Guidelines for the development of teaching management in educational institutions using the professional learning community (PLC) process in opportunity expansion schools under the Office of the Primary Educational Service Area, Kamphaeng Phet Area 2

Abstract

This research explored the conditions, challenges, and management strategies for teaching and learning in opportunity expansion schools through the professional learning community (PLC) process under the Office of Kamphaeng Phet Primary Educational Service Area 2. The study involved 367 participants, including administrators, teachers, and supervisors, along with 17 experts in educational management, using questionnaires and interviews for data collection. Analysis was performed using SPSS with methods such as frequency, percentage, mean, standard deviation, and content analysis. The findings revealed that the overall administration of teaching through PLC achieved the high average level. When considering each aspect, it was found that the aspect of teaching and learning management in all learning groups at all levels according to the learning reform approach focusing on learners had the highest average value, followed by the aspect of promoting research and development in teaching and learning in all learning groups and the aspect of organizing activities to develop libraries and laboratories to facilitate learning, which had the average value of practice, respectively. Most participants did not encounter significant problems in the management strategies for teaching and learning in opportunity expansion schools through the PLC process under the Office of Kamphaeng Phet Primary Educational Service Area 2. The study It was found that educational institutions should be encouraged to have clear research policies, should create leadership for subject group leaders in PLC activities, should encourage all teachers to do PLC activities (f=17), and should create an academic operation calendar, create guidelines for developing students in all subject groups according to the PLC process, and promote and support the abilities of all groups of students equally (f=17).