DEVELOPING ADMINISTRATIVE PROFESSIONAL LEARNING COMMUNITY MODEL TO DEVELOPMENT OF AN INNOVATIVE EDUCATIONAL OF TEACHERS IN MAKUDMUANG RAJCHAVITTHAYALAI SCHOOL UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE CHONBURI RAYONG

Abstract

The objectives of this research were to 1) Study the components and approaches of Professional Learning Community for development of an innovative educational of Teachers,
2) Create a model of Professional Learning Community for development of an innovative educational of Teachers at Makudmuang Rajchavitthayalai School, 3) Apply the learning community management model for development of an innovative educational of Teachers, and 4) Evaluate the Professional Learning Community management model to develop learning innovation for teachers at Makudmuang Rajchavitthayalai School. This research was a mixed methods and conducted in 4 phases. Phase 1, to study the components and approaches of Professional Learning Community for development of an innovative educational of Teachers, the target groups were 30 administrators and teachers of schools with excellent practices in professional learning communities and learning innovation, Phase 2, create a model, the target groups consisted of 13 experts, Phase 3, apply the model, the target groups consisted of 77 teachers, Phase 4, consisted of 341 administrators, teachers, students, and parents was done by Taro Yamane calculating formula in basis, of which 95% of confidence was applied. The instruments were questionnaires and assessment forms. Data was analyzed using content analysis, means, percentages, and standard deviations. The research results found that 1) The components of the model consisted of 4 components: management according to the quality management PDCA cycle, the professional learning community management model, the learning innovation development process, and teachers’ learning innovation development skills. 2) The results of the model was suitability and feasibility of the model are at the highest level. 3) The results of using the model show that, overall, teachers have the highest level of skills in innovation development. 4) Teachers and those involved are satisfied with the model at the highest level.