A Develop of Professional Learning Community Model for Fostering Small Schools within Sukhothai Province.

Abstract

The purpose of this study was to develop a Professional Learning Community model for Fostering Small Schools within Sukhothai Province. A Participatory Action Research was applied using 1) a Professional Learning Community model for Fostering Small Schools within Sukhothai Province, 2) pretest-posttest and 3) questionnaire as research instruments. The sample, selected by purposive sampling, comprised 2 school directors and 16 teachers from Ban Donsarong School and Ban Dongdeaw School during 2017 academic year. The main analysis was carried out by using t-test (one-tailed), Mean and Standard Deviation. The study indicated that the Professional Learning Community model for Fostering Small Schools within Sukhothai Province included 5 different factors; principle, objectives, PLC cycle, procedure and activities, and reflection. Whilst the model’s evaluation pointed out that there were 3 performing indicators including teachers’ perception of Professional Learning Community, PLC cycle for small schools and collaborative culture for small schools.
The main analysis showed that 1) the participants’ overall post-test scores were significantly higher than their pre-test scores at the level of .05, considering their perception in Professional Learning Community (xˉ=13.60,S.D.=.89), 2) the average Mean (xˉ) of PLC cycle for small schools in 5 different aspects was in high level namely shared leadership (xˉ =3.84), Professional Learning and Development (xˉ=3.75), shared vision (xˉ=3.63), Collaborative Teamwork (xˉ=3.56), and Positive Environment (xˉ=3.56) 3) the average Mean (xˉ) of collaborative culture for small schools was also in high lever including supportive leadership (xˉ=4.07), openness to creativity (xˉ=3.89), Trust/Respect (xˉ=3.76), and collaborative culture (xˉ=3.66). Therefore, the implication of Professional Learning Community model for Fostering Small Schools within Sukhothai Province enabled 1) Teachers’ improvement in teaching professionalism 2) Teachers’ awareness upon their own value and competence and 3) a 21st century learners developing platform.