Development of a Professional Learning Community Model to Enhance Teachers' Competencies in Active Learning Management for Improving Student Outcomes at Wat Nuannoradit School

Abstract

The purpose of this article was 1) To study the components and approaches to promoting active learning competence through professional learning communities (PLCs). 2) To study the current situation and needs of a learning community. 3) To create a model of a professional learning community to promote teachers' competencies in active learning management. 4) To investigate the impact of implementing a professional learning community framework on enhancing teachers' active learning competencies. 5) Evaluate the effectiveness of using the PLC model to promote teachers' active learning competencies. The research design was a mixed-methods approach. The population includes 153 teachers from Wat Nuannoradit School in the 2025 academic year, as well as students and parents. The sample group consisted of 153 teachers, 60 students (10 students per grade level) from grades 1-6, and 60 parents of students in grades 1-6, selected through purposive sampling. The research tools used included document synthesis recording forms, questionnaires, and interviews. The data analyses involved descriptive statistics such as frequency, percentage, mean, and standard deviation. The research findings revealed that 1) the components of a professional learning community include learning design, media and technology development, activities emphasizing critical thinking and practice, active learning, and authentic assessment. 2) The overall level of opinion regarding the current situation and the need for professional learning communities was high. 3) The results of the knowledge and understanding test before and after using the model were 13.03 and 19.32, respectively (statistically significant difference). 4) The level of opinion regarding the overall improvement of student quality was high. 5) The satisfaction levels of parents, students, and teachers were at the highest level, respectively.