The purposes of the research study were to a) study the current situation of school management and administration using professional learning community b) to develop professional learning community for the school administrators and c) follow up collaborative practice among school colleagues and administrators within school using professional learning community in Buriram Province. The researcher utilized focused interview sessions, group interview questionnaires, and Professional Learning observation within school to determine how the school colleagues perceived the implementation of professional learning communities. The results indicated that: 1) A school’s PLC isn’t working, common problems in Buriram Province include: a) Personal practice, b) Insufficient collaborative work, 3) Academics support, and 4) supportive conditions. 2) School administrators' competencies development after implementation of PLC workshop have an influence on process of using PLC in school. School administrators' competencies included supportive conditions for safe environment of PLC, creating environment that support learning collaboratively and respect for individual differences and developing collegial relationships for planning, following up of supervision process through action planning that support collaborative work among school colleagues. 3) Model of school administrators' competencies development in Buriram Province were a) a PDCA model incorporated with contemplative education that driven through small group of PLCs. This model utilized school administrators as coach and mentor to reflect on co-operation of group problem solving in the same group c) a PLC comprised of school teachers, coming together by grade level, content area, or through an interdisciplinary group. The purpose of a PLC was to build a community of teachers to focus on a common goal or objective collaboratively.
The objectives from this research were to 1) develop and find out the efficiency of a community-based learning paradigm to promote creative thinking for teachers in the small-sized school, 2) study the effectiveness of a community based learning paradigm management to promote creative thinking for teachers in the small-sized school, and 3) study the satisfaction of developing a community-based learning paradigm as a creative thinking paradigm for teachers in the small-sized school. This research was Research and Development (R&D) combined with the design of a single sample system. The research instrument used in the research was a learning management paradigm community based learning with three learning units and creative thinking evaluation form. The data was analyzed by average, standard deviation, and t-test dependent. The findings of this research are: 1) The efficiency of a community-based learning paradigm to promote creative thinking for teachers in the small-sized school in Buri Ram Province was 81.20/82.50, 2) The effectiveness of a community-based learning paradigm to promote creative thinking for teachers in the small-sized school in Buri Ram Province was that post-training session based on the paradigm of community-based learning management was higher than pre-training session significantly at 0.05, and 3) satisfaction in developing a community-based learning paradigm to promote creative thinking for teachers in the small-sized school in Buri Ram Province was very high. This study implies that the learning paradigm of the community needs to be applied so that creative thinking skills could be improved.
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