The Developing Flexible School Management Model to Foster Professional Learning Community in Classroom Research of Teachers at Satree Thungsong School
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Abstract
This study aimed 1) to study the current conditions, desired conditions, essential needs, and components of a conceptual framework for model development; 2) to construct and evaluate the model; 3) to test the model; and 4) to conduct post-implementation evaluation and refinement. The purposive sample consisted of five deputy school principals, 38 teachers in science, technology, and mathematics, 5 members of the school board, seven experts for focus group discussions, nine specialists for consultation sessions, and nine members of the supervisory committee. In addition, a selected purposive sample of 687 students was included. Research instruments comprised focus group discussions, questionnaires on current and desired conditions, consistency evaluation forms, and pre- and post-tests. Data were analyzed using frequency counts, item objective congruence (IOC), content analysis, mean scores, standard deviations, discrimination indices, reliability coefficients, and t-tests.
The findings revealed that 1) the current condition of the professional learning community in classroom action research was at a moderate level ( = 3.26, S.D. = 0.50). The desired condition was at the highest level (
= 4.62, S.D. = 0.47), with an overall PNI Modified value of 0.428. 2) The results of the model creation and evaluation showed that the created model was highly suitable (
= 4.79, S.D. = 0.42) and had the highest quality (
= 4.84, S.D. = 0.38).; 3) The results of the experiment using the model showed that teachers' scores on classroom research understanding increased significantly at the .001 statistical significance level; and 4) The assessment results regarding the suitability and usefulness after implementing the overall model were at the highest level (
= 4.51) and (
= 4.61), respectively.
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