Main Article Content
This research aimed to develop a teachers’ network for developing holistic learning innovation to provide learners with competencies and attributes that meet national educational goals. The research methodology used the participatory action research process in 4 steps; 1) studying the pre-existing teachers’ network conditions, 2) developing a teachers’ network for the development of innovative learning that develops students holistically, 3) studying the effectiveness of teacher’s network, and 4) disseminating knowledge in the teachers’ network. Data was gotten from four different groups including: 1) A group fifty primary school teachers, 2) four educational supervisors, 3) five school administrators, and 4) three lecturers from the Faculty of Education. The research instruments included teachers’ network model, innovation recording form for teachers’ learning activities, 3Rs and 8Cs assessment test with validity from 5 experts. Data was collected by organizing a seminar. Data were analyzed using percentage, percentage of progress, and content analysis. The results revealed that: 1) the pre-existing teacher network conditions were not systematically and not well developed to be used throughout the entire school system and as such the driving force for its functioning of the previous projects were not enough, 2) the learning process in the learning network is characterized by knowledge-based practices and knowledge creation learning activities with a clear operational goal of developing holistic learners who will learn enthusiastically, to find solutions that lead to success, and systematic recording. There were reflections to learn from the lessons after each learning practice and there were also knowledge sharing activities based on the results by practitioners and team members in order to further develop the network, and 3) the effectiveness of teacher network found that 3.1) there are a total a 47 holistic learner developing learning innovations, classified as in terms of type, technique and method accounting to 29.78%, technological innovations for learning accounted for 51.06% and technique or method together with Information technology for learning accounted for 19.15%, 3.2) learners’ 3Rs skills improved progressively with a score ranging between 7.55 - 38.66% and 8Cs skills also improved progressively with a score between 10.60 - 26.80%, and 4) the factors leading to effective functioning of the teachers’ network are the cooperation and the gratitude of the personnel and members from all sectors. The strength of the PLC group through often meetings with common group agreements with common goals acted as a source of motivation to all members of the school network. There was also continuous supervision and evaluation of members by the educational supervisors and university lecturers and their activities which led to effective functioning of the teachers’ network.
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