Learning Community Development of Teaching Profession in The 21st Century For Elementary School, Pathum Thani Province

Abstract

The objectives of this research are: 1) to study the components of learning community development of teaching profession in the 21^st century for primary schools in Pathum Thani province, 2) to study the process of learning community development of teaching profession in the 21^st century for primary schools in Pathum Thani province, and 3) to propose guidelines for learning community development of teaching profession in the 21^st century for primary schools in Pathum Thani province. The mixed research methods were used in the study. The quantitative data were collected by questionnaire from 265 samples consisting of school administrators and teachers. The qualitative data were obtained by in-depth interviews with 5 experts. All the data were analyzed by percentage, mean, standard deviation, and content analysis.

           The study results showed that:

1. 1. The opinion of school administrators and teachers towards the components of learning community development of teaching profession in the 21^st century for primary schools in Pathum Thani province was at a high level totally and in aspects. The details in descending order started at (1) class management, followed by information technology, and life and professional skills in the 21^st century learning management, and (2) vision, followed by professional learning and development, teamwork, friendly community, leadership and support, and community supportive structure in the components of learning community development of teaching profession in the 21^st century respectively.
2. The processes of learning community development of teaching profession in the 21^st century for primary schools in Pathum Thani province are as follows: 1) To set up policy and structure, 2) To build realization and significance of community, 3) To set up plan and timeframe, 4) Cooperation of school administrators and teachers in setting up the target of student development, 5) Building network of students’ parents, community and external organizations, 6) Supporting with resources, budget and facilities from school administrators, 7) Learning together of community members, 8) Work cooperation, 9) Supervising and monitoring each other, 10) Feedback, reflecting and recording the practice outcomes, 11) Building friendly atmospheres, 12) Mobilizing learning community by using technology, 13) Using PDCA in management, and 14) Monitoring and supervising regularly and continuously.

          3. The guidelines for learning community development of teaching profession in the 21^st century for primary schools in Pathum Thani province are as follows: 1) In learning community development of teaching profession in the 21^st century, the learning community works together, learns together, shares visions together, has leadership, and shares suggestions, reflections and development for the best quality. 2) In learning management in the 21^st century, it consists of class management, information technology, life and professional skills, workshop and training for teachers, supportive instruments and tools, teacher’s role, and learning activities. 3) In the characteristics of school administrators and teachers, the school administrators should have their academic leadership in the 21^st century developed, should have participatory leaders from community members, and inspire the community to cooperate heartily and happily, and teachers should develop their leadership, dare to think and work, be life-long learners, have skills in information technology, and have creative thinking, good decision and self-confidence.