รูปแบบการพัฒนาครูและบุคลากรทางการศึกษาโดยใช้เทคโนโลยีเป็นฐาน บูรณาการชุมชนแห่งการเรียนรู้ทางวิชาชีพเพื่อการจัดการเรียนรู้เชิงรุกสู่การยกระดับคุณภาพนักเรียน ในโรงเรียนสังกัดสำนักงานเขตพื้นที่การศึกษามัธยมศึกษามหาสารคาม

บทคัดย่อ

This research aimed to 1) study the problems and needs for the development of teachers and educational personnel in active learning management to enhance student quality in schools under the Maha Sarakham Secondary Educational Service Area Office, and 2) develop a model for the development of teachers and educational personnel using technology as a foundation, integrating professional learning communities (PLCs) to support active learning management for the improvement of student outcomes in the same educational context. The study employed a research and development (R&D) approach, consisting of two phases. In Phase 1, the researchers examined basic information, problems, and developmental needs. The participants included 65 individuals comprising school administrators, teachers, and educational personnel. Research instruments used in this phase were: 1) a document analysis form, 2) an interview form for school administrators, and 3) a group discussion recording form. In Phase 2, the model development process involved nine experts selected through purposive sampling who participated in a connoisseurship seminar to assess the model’s appropriateness and feasibility. The research tools used included 1) a theoretical validity and consistency check form for the draft model, and 2) a model appropriateness and feasibility assessment form. The research findings revealed that the current learning management practices lacked sufficient promotion of students’ analytical thinking and problem-solving skills. Additionally, there was a shortage and lack of diversity in instructional materials. Teachers expressed a strong desire to enhance their capacity to organize effective learning environments and adopt diverse teaching strategies tailored to specific content and student needs. It was suggested that professional development should incorporate a variety of methods. The resulting model for developing teachers and educational personnel is grounded in digital technology and integrates professional learning communities to elevate student quality. It comprises six key components: 1) principles, 2) objectives, 3) a development process, 4) measurement and evaluation, 5) support systems, and 6) conditions for success. The development process consists of three major steps implemented through the PLC process under the T-SPMMB framework. Step 1, Preparation (P), involves strategic planning to achieve defined goals (S). Step 2, Learning to Practice (L), includes practical training (Practice: P) and management (Management: M), which involves activity planning and implementation, knowledge exchange through PLCs, supervision, monitoring, and evaluation. Step 3, Continuous Improvement (C), entails selecting appropriate methods for ongoing development and problem-solving (Method: M), as well as identifying and applying best practices (Best Practice: B).