Guidelines for the Development of Student-Centered Instructional Management by Using the Professional Learning Community Process in Schools Under the Phra Nakhon Si Ayutthaya Primary Educational Service Area Office 2

Abstract

The purposes of this research were 1) to develop student-centered instructional management using the Professional Learning Community process in schools, and 2) to propose a development strategy for student-centered instructional management using the Professional Learning Community (PLC) process in schools. The research was conducted in two steps: 1) Study examining the developing student-centered instructional management using the Professional Learning Community process in schools. The sample such as comprised of educational administrators and academic heads were in schools under the Phra Nakhon Si Ayutthaya Primary Educational Service Area Office 2, totaling 113 individuals, selected via stratified random sampling. Research tools included a questionnaire. Data analysis was performed using averages and standard deviations. 2)  propoed a development strategy for student-centered instructional management using the Professional Learning Community process in schools. The main informants consisted of 6 experts, selected via purposive sampling. Research tools included interviews, and data was analyzed using content analysis techniques.

          The results of this research indicated that 1) the school under \developing student-centered instructional management using the Professional Learning Community process in schools are overall in good level practice. The highest average was for systematic student assessment. The lowest average was for learning management through actual thinking and practice processes and application in life. And 2) a proposal was made for a development strategy for student-centered instructional management using the Professional Learning Community process in schools, consisting of 30 operational items, divided into 5 areas: (1) Learning management through actual thinking and practice processes and application in life, consisting of 5 operational items, (2) Using of media, information technology, and learning resources that facilitate learning, consisting of 8 items, (3) Positive classroom management, consisting of 5 operational items, (4) Systematic student assessment, consisting of 6 operational items, and (5) Exchanging learning experiences and feedback for the improvement of learning management, consisting of 6 operational items.