Development of Management Model and Operational Processes for School as Learning Community to Enhance Teacher Competencies and Improve Student Learning Achievement at Ban Sawang Non Sawang School, Don Mot Daeng District, Ubon Ratchathani Province
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Abstract
This study aimed to develop a management model and operational process of a school-wide learning community (SLC) to promote teacher competency and enhance student academic achievement at Ban Suang Nonsawang School, Don Modt Daeng District, Ubon Ratchathani Province. The specific objectives were to: (1) examine the current status, problems, and needs for developing the model; (2) develop a management model and operational process for a school-wide learning community (SLC); (3) implement and test the developed model; and (4) evaluate the model's effectiveness in promoting teacher competency and enhancing student academic achievement. This research employed a Research and Development (R&D) methodology conducted in four phases. The target group comprised 189 participants: 11 teachers and education personnel, 124 students, 47 parents and school board members, and 7 experts, selected through purposive sampling. Research instruments included questionnaires on current status, problems and needs; an expert assessment form evaluating the appropriateness and feasibility of the SLC management model; classroom observation forms; meeting observation forms; school atmosphere observation forms; academic achievement tests; and in-depth interview guides. Data were analyzed using descriptive statistics (percentage, mean, standard deviation) and inferential statistics (Paired Sample t-test and correlation coefficient analysis).
Key Findings: 1) The current professional learning community operations lacked continuity and clear support systems. Teachers expressed substantial needs for developing competencies in active learning management and teamwork to address student achievement gaps. 2) The developed SLC management model was systematic and appropriate, consisting of three key components: Input, Process, and Product, which were validated by experts as suitable and feasible for implementation in small-sized school contexts. 3) Implementation results showed that teachers significantly improved their learning management competency (r = .889), and student academic achievement increased. Participation in SLC activities positively correlated with teacher competency, which in turn significantly predicted student achievement (r = .758). 4) Stakeholders expressed high satisfaction with the model. Teachers were most satisfied (M = 4.66), experts were most satisfied (M = 4.71), and parents and school board members expressed high satisfaction (M = 4.45), indicating the developed model was effective for enhancing educational quality.
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