THE PROFESSIONAL LEARNING COMMUNITY NETWORK MODEL IN SCIENCE AND MATHEMATICS TEACHERS IN EDUCATIONAL INSTITUTIONS UNDER SONGKHLA MUNICIPALITY

Abstract

          This research aimed to: 1) enhance the Professional Learning Community network model in science and mathematics in educational institutions under Songkhla Municipality, and 2) study the effectiveness of improving this model in five educational institutions under Songkhla Municipality. The tools used included: 1) science achievement tests, 2) math achievement tests, 3) satisfaction surveys of the Professional Learning Community (PLC), 4) interview forms for school administrators and teachers, and 5) group-reflected communication record logs on the performance of educational institutions under Songkhla Municipality.

          The results showed that the educational institutions under Songkhla Municipality improved their Professional Learning Community (PLC) through the following seven processes: 1) approval of coordination improvement,
2) knowledge acquisition and self-realization, 3) setting improvement targets for school administrators, teachers, and students, 4) active learning activities for student improvement, 5) classroom initiation and observation, 6) reflection after classroom initiation, and 7) group discussions on improvement reflections. Following the PLC improvement processes in the TSIP program, three main changes were observed: School Administrators demonstrated increased academic leadership and efficiently driven PLC workshops. Teachers and educational staff showed enhanced teamwork, adaptability in active learning activities, positive attitudes, and acceptance of teaching adjustments. Students exhibited improved learning achievements, greater engagement in activities, increased self-confidence, participation in discussions, and development in clarity of thought.