THE CAUSAL RELATIONSHIP MODEL OF FACTORS AFFECTING A PROFESSIONAL LEARNING COMMUNITY OF THE TEACHERS IN SCHOOLS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE 39 โมเดลความสัมพันธ์เชิงสาเหตุของปัจจัยที่ส่งผลต่อชุมชนแห่งการเรียนรู้เชิงวิชาชีพ ของครูในโรงเรียนสังกัดสำนักงานเขตพื้นที่การศึกษามัธยมศึกษา เขต 39
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Abstract
The purposes of this research were to 1) study the level of a professional learning community and the level of factors affecting a professional learning community as perceived of the teachers in schools under the Secondary Education Service Area Office 39, and 2) analyze the causal relationship model of factors affecting a professional learning community of the teachers in schools under the Secondary Educational Service Area Office 39. The sample of this study was a group of 388 teachers in schools under the Secondary Educational Service Area Office 39. The research instrument was a questionnaire. The data were statistically analyzed through SPSS program and Mplus program in order to check the construct validity of this causal relationship model of factors affecting a professional learning community of the teachers in schools under the Secondary Educational Service Area Office 39. The findings of the study are shown below.
1. The professional learning community of the teachers in schools under the Secondary Educational Service Area Office 39 were at a high level. The aspects that showed the highest means were the co-leadership, followed by the learning and developing professions, teamwork, caring community, and shared visions, respectively.
2. The factors affecting a professional learning community of the teachers in schools under the Secondary Educational Service Area Office 39 were at a high level. The factors that showed the highest means were school atmosphere, followed by school structure and transformational leadership, respectively.
3. The causal relationship model of factors affecting a professional learning community of the teachers in schools under the Secondary Educational Service Area Office 39 related to the empirical data (2 = 67.562, df = 53, p-value = 0.0860, RMSEA = 0.027, CFI = 0.997, TLI = 0.996, SRMR = 0.014). In addition, all factors had positive influence on the professional learning community of the teachers in schools under the Secondary Educational Service Area Office 39, and it was statistically significant at 0.01. In descending order of influence, it started with school structure, followed by school atmosphere and transformational leadership, respectively.
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