The Guidelines for Learning Organization Development of Schools under the Secondary Educational Service Area Office Pathum Thani

Abstract

            This research aimed to: 1) investigate the current and desired states of a learning organization in schools, and 2) explore guidelines for developing a learning organization in schools under the Pathum Thani Secondary Educational Service Area Office. Using a mixed methods research design, the research samples, derived from stratified random sampling, consisted of 327 teachers in schools under the Pathum Thani Secondary Educational Service Area Office. Additionally, seven key informants were selected through purposive sampling for in-depth interviews. The research instruments included a 5-point Likert scale questionnaire and semi-structured interview forms. The questionnaire yielded an Index of Item-Objective Congruence (IOC) between 0.8–1.0, with reliability coefficients of 0.955 for the desired state and 0.972 for the current state. Data were analyzed using frequency, percentage, mean, standard deviation, and qualitative content analysis.

            The results showed that: 1) the overall current state of a learning organization in schools was at a high level, while the overall desired state was at the highest level. 2) The guidelines for developing a learning organization in schools under the Pathum Thani Secondary Educational Service Area Office were categorized into five aspects: (1) Personal Mastery: School administrators should promote a culture of active learning and enhance teachers' capabilities to become innovators who consistently produce high-quality work. (2) Mental Models: School administrators should promote reflective thinking through safe academic spaces and Professional Learning Community (PLC) processes to shift personnel’s work attitudes. (3) Shared Vision: School administrators should encourage personnel to actively participate in goal setting to concretely align the organization’s vision with individual goals. (4) Team Learning: School administrators should organize activities that foster synergy and reduce compartmentalized work practices to achieve collective organizational success. (5) Systems Thinking: School administrators must shift personnel’s mindset from fragmented problem-solving to a holistic perspective by understanding “feedback loops” and structural relationships within the entire system to ensure sustainable school development.