The Development of a Model of Internal Quality Assurance for Wangsai School Based on the PLC approach

Abstract

Abstract

              The research was aimed at obtaining a model for the internal quality assurance (IQA) of Wangsai school based on the approach of PLC. Four steps were taken: identifying of the states and problems of IQA, designing of the drafted model of IQA for Wangsai School, trialing of the model, and evaluating of the model’s possibility and proficiency. 812 informants were asked to participate in the research. The analysis of the school’s SAR, a workshop, a group discussion was used as the data collection techniques. The obtained data then was analyzed using simple statistics namely mean, SD, and content analysis.

              The data analysis to identify the problem revealed that the students had low learning achievement and low literacy rate, that the teachers lacked modern teaching methods, the continuity of applying PLC was lost, and classroom records and reflects, that the management lacked the discontinuity of plan implementation, the incoherence of the physical and social environment with the working nature. The analysis of the data to identify a suggested solution found 9 tips including good team and environment, shred goal, supportive working culture, supportive working environment, participation from all stakeholders, research that shows development directions, improvement of teacher quality, application of Active learning strategies, and applying the PLC approach. Regarding the elements of the model development, five things should be included: the principle, the objective, the guidelines for improvement, the outcomes, and the success factors, with all the elements fall at the high mean score.

                   The development of the model for internal quality assurance based on the PLC approach was done with five keys elements. In terms of the principle, individual responsibility for one’s job, participation of all stakeholders in the development process, IQA as an essential part of the education, the feeling of togetherness, and the teacher quality must be acknowledged. The objective, the second element, must include achieving the students’ expected qualities, improving personnel’s professional potentials, improving management quality, and becoming a model school. The guidelines for development, the third element, consist of 4 steps which are finding shared goals, selecting the development target, searching for the right method, and working as a team. The fourth element, the outcomes, consists of the final step from the third element which is organizing activities that can reflect the outcomes of the work. Regarding the last element, success factors, the data analysis showed that the director’s visions, knowledge, and leadership, the teachers’ development-oriented attitude, and the supportive working culture and community are the key success factors. Regarding the appropriateness and the quality of the developed model, the research informants rate the aspect high.

            The trial of the model is evaluated according to three aspects: three areas of educational providing including achievement, management, and learning and teaching, the quality of becoming a role model, and the satisfaction of the stakeholders. The results showed that all the three aspects are at the higher-than-expected level. The results of the evaluation of the model showed that the model has high possibility and proficiency with the average score of 4.81.