GUIDELINES FOR DEVELOPING A PROFESSIONAL LEARNING COMMUNITY FOR SCHOOL ADMINISTRATORS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE NONTHABURI

Abstract

The objectives of this research were to 1) study guidelines for developing a professional learning community for school administrators under The Secondary Educational Service Area Office Nonthaburi 2) study for developing a professional learning community for school administrators under The Secondary Educational Service Area Office Nonthaburi. The sample consisted of 322 administrators and teachers from the Secondary Educational Service Area Office in Nonthaburi, selected using a stratified randomization method. The research instrument was a questionnaire with a validity of IOC values between .67-1.00 and a reliability value of 0.98. The data were statistically analyzed using frequency distribution, percentage, mean, standard deviation, t-test, one-way ANOVA, LSD, and content analysis. The results of this research were as follows: 1) the professional learning community of teachers and school administrators under the Office of Secondary Education Area Nonthaburi as a whole and individually is at a very high level, with the highest average aspects being vision and shared values, followed by team cooperation, learning and professional development, support conditions, and co-leadership. 2) Opinions of teachers and school administrators on the approach to professional learning community development of teachers and school administrators Overall, it was found that teachers and school administrators with different genders, ages, work experience, levels of education and positions. There was a statistically significant difference of opinion at the .05 level. Teachers and school administrators should jointly set the goals of learning management based on the learners and opinions of teachers and school administrators on the approach to professional learning community development of teachers and school administrators Overall, it was found that teachers and school administrators with different genders, ages, work experience, levels of education and positions. There was a statistically significant difference of opinion at the .05 level. Teachers and school administrators should jointly set the goals of learning management based on the learners.