A TEACHER DEVELOPMENT MODEL TO ENHANCE INTEGRATED LEARNING DESIGN ABILITY THROUGH PROFESSIONAL LEARNING COMMUNITY AND 360-DEGREE FEEDBACK APPROACHES
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This research aimed to develop and examine the effectiveness of a teacher development model for enhancing teachers’ ability in integrated learning design based on Professional Learning Community and 360-degree feedback approaches. The study employed a research and development methodology consisting of two phases: Phase 1, the development of the model, and Phase 2, the investigation of the model’s effectiveness. The target group consisted of 32 basic education teachers from eight learning areas under the Office of the Basic Education Commission, selected through purposive sampling. The instrument used to examine the quality of the model was a model quality assessment form. The instruments used for data collection included an assessment form for teachers’ integrated learning design ability and an analytic rubric scoring criterion. Data were analyzed using descriptive statistics and t-test statistics. The findings revealed that the developed teacher development model consisted of four components: 1) Objectives of the model, 2) Principles of the model, 3) Operational procedures of the model, and 4) Measurement and evaluation guidelines. The operational procedures comprised five stages: 1) Establishing a learning community and identifying learner goals, 2) Collaboratively designing instructional plans, 3) Implementing instruction and reflecting from multiple perspectives, 4) Conducting lesson reflection and holistic review, and 5) Revising and re-implementing instructional plans for continuous improvement. The results of the expert evaluation indicated that the overall quality of the model was at a very good level, with a mean score of 4.70. Furthermore, the effectiveness evaluation showed that the teachers’ overall integrated learning design ability was significantly higher than the established criterion of 70 percent at the .05 level of statistical significance.
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