Guidelines for Developing Classroom Research Competency Using Instructional Practice-based Results Combined with Professional Learning Community for Basic Education Teachers

Abstract

The purposes of this research article were 1) to study the conceptual framework; 2) to identify needs, and 3) to propose the guidelines for developing classroom research competency using instructional practice-based results combined with professional learning community for basic education teachers. This was a mixed-methods research, examining relevant concepts and documents, namely competency development concepts, classroom research, and professional learning communities. The research sample consisted of 38 teachers from Wiang Teng School (Teng Nam Nu Pracha) and 32 teachers from Phaya Mengrai School, academic year 2024, and interviewed seven experts, all of whom were purposively selected. The research instruments included a document analysis form and a questionnaire with an IOC between 0.80 and 1.00. The reliability of the entire questionnaire was 0.89, and the semi-structured interview form had an IOC of 1.00, indicating validity and validity. Data were analyzed using mean, standard deviation, content analysis, and data summary. The research results found that 1) the conceptual framework comprised teaching practices as a base, professional learning communities for classroom research, and classroom research competencies; 2) the need for classroom research competency development was at the highest level overall, the top 3 rankings were arranged in order of highest to lowest average, namely 2.1) tangible results, 2.2) communication competency, and 2.3) research skills; and 3) development guidelines included: 3.1) the use of collaborative principles, participatory management principles, professional learning community processes, and teaching performance results, 3.2) an academic or research team should be appointed to oversee, provide advice, guidance, assistance, and provide support for classroom research; 3.3) a professional learning community for classroom research should be established; and 3.4) seminars, classroom research competitions, and classroom research presentations should be organized as models of best practice.