Guidelines for Developing Educational Institution Administration into a Professional Learning Community in the Digital Era for Quality Subdistrict Schools in Pua District under the Nan Primary Educational Service Area Office 2

Abstract

This research aims to 1) examine the current state and problems of school administration in fostering professional learning communities (PLCs) in the digital era, and 2) propose development guidelines for such administration in Pua District under the Nan Primary Educational Service Area Office 2. A two-phase mixed-methods design was employed. The sample consisted of 211 school administrators and teachers from subdistrict quality schools, along with 9 experts selected through purposive sampling. Data were collected using questionnaires and structured interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through content analysis. The findings indicated that the overall state of school administration in fostering PLCs in the digital era was at a high level. The aspects, ranked from highest to lowest mean scores, were collaborative community, supportive community structure, teamwork, shared leadership, professional learning and development, and shared vision. Key problems included an unclear shared vision regarding digital technology use, misalignment between task assignments and personnel competencies, limitations in the administrative structure, insufficient digital learning interactions, a weak collaborative work culture, and limited stakeholder participation in policy formulation. The study recommends promoting PLC processes to support collaborative analysis, goal setting, and vision communication. Task assignments should align with personnel competencies to strengthen a shared digital vision and organizational culture. Additionally, teachers' needs for digital technology should be assessed to guide professional development planning, alongside establishing effective communication practices and robust digital information systems.