A MANAGEMENT PLATFORM FOR PROFESSIONAL LEARNING COMMUNITY OF SCHOOL IN CHIANG MAI PROVINCE

Abstract

This research aimed to 1) Study the needs for developing the Professional Learning Community (PLC) process in schools in Chiang Mai Province, and 2) Develop and validate a management platform for PLC implementation. A mixed methodology was employed and divided into two phases. Phase 1 involved a needs assessment of five purposively selected school administrators through a workshop and meeting record, with data analyzed using content analysis. Phase 2 focused on the design and quality validation of the platform, involving seven purposively selected participants including school administrators, teachers, and university lecturers. Data were collected through workshop and platform evaluation form, and analyzed using qualitative content analysis. The findings revealed that: 1) Teachers expressed the need to enhance their understanding of PLC, particularly in aligning with the Performance Agreement (PA) system, using clear documentation tools, integrating routine work with professional development, and establishing an effective monitoring system; 2) The developed PLC platform consisted of seven steps: raising awareness, building understanding, setting student development goals, scheduling action plans, supervision and monitoring, reflective practice, and certification; and 3) The platform was evaluated by nine experts and deemed appropriate and practical for implementation in various school contexts, even in the absence of external support or during administrative transitions. This research presents a structured and context-adaptable model for implementing PLC, with potential scalability to broader educational networks, aiming to sustainably enhance teacher development and student learning outcomes.