Development of School as Learning Community (SLC) Model to Enhance Active Learning Management Competency for Teachers in Small Schools of Mae Lan Cluster under Pattani Primary Educational Service Area Office 2
Article Sidebar
Main Article Content
Abstract
This study aimed to: 1) examine the current conditions, problems, and needs, and 2) develop a School as Learning Community model to enhance teachers’ active learning management competency. The study employed a Research and Development methodology and was conducted in two stages. Stage 1 investigated the conditions among a target group of 20 participants using focus group discussions and in-depth interviews, with data analyzed through Thematic Analysis. Stage 2 involved the development and quality validation of the model by five experts, with data analyzed using mean and standard deviation. Findings revealed that most teachers organized learning primarily based on individual responsibility. The key problem did not stem from a lack of knowledge regarding active learning management, but rather from structural limitations of small schools and workloads beyond teaching, which reduced the time available for instructional development and led to professional isolation. Consequently, teachers and administrators required a professional development model that is simple, flexible, and does not increase documentary workload. The developed SLC model comprises six core components and is driven by the 4P for TALC mechanism, which is integrated into routine work processes. Expert evaluation indicated the model demonstrated the highest level of appropriateness and feasibility, with the success condition emphasizing supportive leadership to reduce unnecessary workload receiving the highest mean score. These findings suggest that developing teachers’ active learning management competency in small schools should align with the actual working context, emphasizing school-level collaborative learning mechanisms that can be integrated into routine work while minimizing unnecessary workload. This study concluded at the stage of model evaluation and expert confirmation, without implementation in real practice.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright Notice articles, information, images, etc. was published in this Journal of Yala Rajabhat University is a copyright of the journal Yala Rajabhat University. If any person or deparment wants to bring all or part of it for publish or take any action. Authorization is required in written form from the Journal of Yala Rajabhat University only.
References
Anunthavorasakul, A. (2019, October 16). The classroom is a powerful space for teacher development. Line Today. https://today.line.me/th/v3/article/0n83ml. (in Thai)
Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Bureau of Educational Testing. (2020). Report on the assessment of educational quality in small schools. Office of the Basic Education Commission. (in Thai)
Danielson, C. (2011). Enhancing professional practice: A framework for teaching (2nd ed.). ASCD.
Darling-Hammond, L., Hyler, M. E. & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
Denzin, N. K. (1978). The research act: A theoretical introduction to sociological methods. McGraw-Hill.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H. & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415.
Gravetter, F. J. & Wallnau, L. B. (2017). Statistics for the behavioral sciences (10th ed.). Cengage Learning.
Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. Teachers College Press.
Hargreaves, A. & O’Connor, M. T. (2018). Collaborative professionalism: When teaching together means learning for all. Corwin Press.
Khammani, T. (2019). Science of teaching: Knowledge for effective learning process organization (23rd ed.). Chulalongkorn University Press. (in Thai)
Knowles, M. S. (1984). Andragogy in action. Jossey-Bass.
Leithwood, K., Louis, K. S., Anderson, S. & Wahlstrom, K. (2004). How leadership influences student learning. The Wallace Foundation.
Office of the Education Council. (2020). Education in Thailand 2018–2019. Ministry of Education. (in Thai)
Panit, V. (2012). Way of learning for students in the 21st century. Sodsri-Saridwong Foundation. (in Thai)
Pattani Primary Educational Service Area Office 2. (2021). Educational quality development plan, Fiscal Year 2021–2024. Pattani Primary Educational Service Area Office 2. (in Thai)
Pengsawad, W. (2013). The research and development model. Creative Science, 2(4), 1–16. (in Thai)
Saito, E. & Sato, M. (2012). Lesson study as an instrument for school reform: A case of Japanese practices: A case of Japanese practices. Management in Education, 26(4), 181-186. (in Thai)
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wongwanich, S. (2015). Classroom action research (18th ed.). Chulalongkorn University Press. (in Thai)
