A MODEL FOR DEVELOPING TEACHER PROFESSIONAL ETHICS THROUGH ETHICS IN PROFESSIONAL LEARNING COMMUNITY (E-PLC) AFFECTING STUDENT QUALITY AT MATTAYOM WAT KHAOSUKIM SCHOOL, CHANTHABURI PROVINCE
A Model for Developing Teacher Professional Ethics Through Ethical Professional Learning Communities (E-PLC) Impacting Teacher and Student Quality at Mattayom Wat Khaosukim School, Chanthaburi Provinc
Keywords:
E-PLC, Teacher Professional Ethics, Instructional Innovation, Student Quality, Quality OrganizationAbstract
This study aimed to (1) examine the conditions, problems, and processes of Ethics in Professional Learning Community (E-PLC) implementation in a secondary school context, (2) analyze the mechanisms for developing teacher professional ethics through the E-PLC process, and (3) investigate the outcomes on teachers, students, and school quality, as well as to synthesize a systemic model derived from the findings. The research employed a mixed methods approach, combining school-based action research with descriptive research. The participants consisted of 15 teachers and 28 Grade 11 students selected through purposive sampling. The research instruments included a teacher professional ethics assessment (covering five domains), an achievement test, a student learning behavior assessment, reflective journals, and supervision records. Quantitative data were analyzed using mean, standard deviation, and dependent samples t-test, while qualitative data were analyzed through content analysis.
The findings revealed that (1) the E-PLC process comprised five key stages: reflection, collaboration, instructional design (ADDIE), implementation, and authentic evaluation, functioning as a core mechanism for teacher development and systemic improvement; (2) teachers’ professional ethics significantly improved at the .05 level, and they were able to develop instructional innovations such as Active Learning, Gamification, and Competency-Based Education aligned with student contexts; (3) students demonstrated significantly higher academic achievement at the .05 level and improved learning behaviors, particularly in engagement, responsibility, and analytical thinking; and (4) the school developed toward a quality organization characterized by a collaborative learning culture, effective instructional systems, and continuous improvement.
The study contributes a new body of knowledge in the form of a systemic model for driving teacher professional ethics through the E-PLC process, integrating input, process, instructional innovation, outcomes, and organizational quality, with a feedback loop as a key mechanism for continuous improvement and sustainability.
References
กระทรวงศึกษาธิการ. (2566). นโยบายและจุดเน้นการจัดการศึกษาของกระทรวงศึกษาธิการ ประจำปีงบประมาณ พ.ศ. 2566. กระทรวงศึกษาธิการ.
คุรุสภา. (2562). ข้อบังคับคุรุสภาว่าด้วยจรรยาบรรณของวิชาชีพ พ.ศ. 2562. สำนักงานเลขาธิการคุรุสภา.
สำนักงานคณะกรรมการการศึกษาขั้นพื้นฐาน. (2565). แนวทางการจัดการเรียนรู้ฐานสมรรถนะ. สำนักงานคณะกรรมการการศึกษาขั้นพื้นฐาน.
สำนักงานคณะกรรมการการศึกษาขั้นพื้นฐาน. (2566). รายงานผลการขับเคลื่อนชุมชนแห่งการเรียนรู้ทางวิชาชีพ (PLC) ในสถานศึกษาขั้นพื้นฐาน. สำนักงานคณะกรรมการการศึกษาขั้นพื้นฐาน.
สำนักงานเลขาธิการสภาการศึกษา. (2562). พระราชบัญญัติพื้นที่นวัตกรรมการศึกษา พ.ศ. 2562. สำนักงานเลขาธิการสภาการศึกษา.
สำนักงานสภาพัฒนาการเศรษฐกิจและสังคมแห่งชาติ. (2561). ยุทธศาสตร์ชาติ พ.ศ. 2561 - 2580. สำนักงานสภาพัฒนาการเศรษฐกิจและสังคมแห่งชาติ.
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. George Washington University.
Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer.
Brown, M. E., & Treviño, L. K. (2006). Ethical leadership: A review and future directions. The Leadership Quarterly, 17(6), 595–616. https://doi.org/10.1016/j.leaqua.2006.10.004
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399
Deming, W. E. (1986). Out of the crisis. MIT Press.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. Proceedings of the 15th International Academic MindTrek Conference, 9–15. https://doi.org/10.1145/2181037.2181040
DuFour, R. (2004). What is a professional learning community? Educational Leadership, 61(8), 6–11.
DuFour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. National Education Service.
Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Mueller, J. (2018). Authentic assessment toolbox. North Central College. Retrieved from http://jfmueller.faculty.noctrl.edu/toolbox
Rogers, E. M. (2003). Diffusion of innovations (5th ed.). Free Press.
Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. Doubleday.
Sergiovanni, T. J. (1992). Moral leadership: Getting to the heart of school improvement. Jossey-Bass.
Shapira-Lishchinsky, O. (2011). Teachers’ critical incidents: Ethical dilemmas in teaching practice. Teaching and Teacher Education, 27(3), 648–656. https://doi.org/10.1016/j.tate.2010.11.003
Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221–258. https://doi.org/10.1007/s10833-006-0001-8
Strike, K. A., & Soltis, J. F. (2009). The ethics of teaching (5th ed.). Teachers College Press.
Tirri, K. (2010). Teacher values underlying professional ethics. In T. Lovat, R. Toomey, & N. Clement (Eds.), International research handbook on values education and student wellbeing (pp. 153–161). Springer.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
