Development of an Academic Administration Model to Enhance Teachers' Competencies in Active Learning Management through Professional Learning Communities under the Lamphun Primary Educational Service Area Office 2

Abstract

The purposes of this research article were 1) to study the current state and development needs of an academic administration model to enhance teachers' competencies in active learning management through professional learning communities; 2) to create and develop a model; 3) to test the model; and 4) to evaluate the academic administration model. The research was conducted using a Research and Development (R&D) methodology, divided into four phases: studying the current state and development needs of the model; creating and developing the model; testing the model; and evaluating the model. The researcher studied relevant documents and research, interviewing 11 experts, using questionnaires with a sample of 156 people, interviewing 2 experts from the model educational district and 1 from the model school, conducting focus group discussions with 11 people to draft the model, holding expert seminars to validate the model with 9 people, collecting feedback on the use of the model from a sample of 312 people, evaluating the competencies of 156 teachers, and evaluating the model with 312 people. The research instruments included questionnaires, interview guides, evaluation forms, and focus group discussion records. Data was analyzed using content analysis, mean, and standard deviation. The research findings revealed that 1) the current state of overall academic administration was at a moderate level, while the need for development was at a high level. The most urgent need was for teacher competence in active learning management; 2) the developed model consisted of 3 parts and 8 aspects: Part 1, introduction, consisting of (1) principles of the model, (2) objectives of the model, and (3) goals of the model; Part 2, content, consisting of (4) components of the model and (5) work system and mechanisms of the model; and Part 3, implementation, consisting of (6) methods of operation of the model, (7) guidelines for evaluating the model, and (8) conditions for success; 3) the results of the model implementation showed that the quality of academic administration and teacher competence in active learning management were at the highest level; 4) the results of the model evaluation showed that the feasibility, usefulness, and satisfaction with the use of the model were at the highest level.