Innovation Driven the Professional Learning Community (PLC) Process for Small Educational Institutions and Remote Areas

Abstract

This study is based on the idea of a professional learning community, which is a group of educators who get together to share teaching insights, gaining managerial expertise through the process of a professional learning community, which facilitates the transfer of information and the planning of operations that will result in actual operations, the PLC process driving model may be used by teachers to conduct research in the classroom on a regular basis and to share the findings with other members of the teaching staff in order to maintain continuity and sustainability. Therefore, this research article aims to; 1) to create innovation to drive the professional learning community process for small educational institutions and remote areas, 2) to apply innovations in driving the professional learning community process to network educational institutions, small educational institutions, and remote areas, and 3) to confirm innovation in driving the professional learning community process for small educational institutions and remote areas.
It is research and development, and the sample was drawn from purposive selection of small educational institutions in Phetchabun Province, Phichit Province, and Nan Province, totaling 7 locations, confirm the format by referencing qualified experts. The tools used in the research include; seminar recording form on innovation creation, workshop project manual, workshop project evaluation form, and opinion questionnaire. Statistics used include; percentage value; average; standard deviation; and analyze content.
The results of the research found that; 1) Innovation driven process of professional learning community for small educational institutions and remote areas that are built there are 6 aspects; management, teacher and personnel development, environment and learning management atmosphere, co-leadership, learning management and professional development and Applying learning outcomes to improve learner quality. Performance before development in high level, mean ( = 4.34, S.D.=0.61) after development at the highest level with an average ( =4.50, S.D.=0.59) an increase of +0.13, 2) Bring innovation to drive process of professional learning community for small educational institutions and remote areas the overall assessment results were at a high level, 3) Confirmed the creation of innovations to drive process of professional learning community for small educational institutes and remote areas it was found that there were several interrelated elements be appropriate. It is feasible, useful and theoretically accurate 100 percentages. The researcher offers the following recommendations on how to apply the research study's findings to promote better educational management; 1) until learners are able to develop themselves to their full potential, driving the professional learning community process for small educational institutions and remote areas should give educational institutions, teachers, and students opportunities to creatively design learning together, this can be done by creating a professional learning community development plan that is clear and appropriate to the context of learners, and 2) teachers should use innovation to guide the process of professional learning communities for distant and small educational institutions, build routine research to be varied, fulfill the requirements of students, and empower students to be social innovators.