Development of the Student Support System through a Professional Learning Community based on Sangahavatthu 4 of Banthungkraw School Nakhon Si Thammarat Primary Educational Service Area Office 4

Abstract

            The objectives of this study were (1) study investigate the operational conditions of the student support system implemented through Professional Learning Communities (PLC); (2) examine guidelines for developing the student support system through Professional Learning Communities based on the Four Principles of Sangahavatthu; and (3) present and evaluate the guidelines for developing the student support system through Professional Learning Communities in accordance with the Four Principles of Sangahavatthu. This study employed a qualitative research methodology. Data were collected using an in-depth interview guide, with interviews conducted among 15 stakeholders. Additionally, five key informants provided in-depth information. A focus group discussion was conducted with seven experts/participants. Data were analyzed using inductive analysis and focus group evaluation forms. The participants were selected through purposive selection.

            The research results were found as follows: 1) the implementation of the student support system using a Professional Learning Community covered all five aspects. The PLC process was used as a mechanism for collaboration between administrators and teachers, with shared goals and regular meetings for information exchange, resulting in student support being conducted in the same direction. However, there were limitations in terms of the clarity of operational processes, data collection, teachers’ workload, lesson learned synthesis, and insufficient participation from parents and related stakeholders. 2) The guidelines indicated that (1) the student support system consists of five components: knowing students individually, student screening, student promotion and development, problem prevention and resolution, and student referral; (2) Professional Learning Communities comprise six components: shared vision, collaborative teamwork, shared leadership, professional learning and development, caring community, and supportive structures; and (3) These were integrated with the Four Sangahavatthu principles: giving, kind speech, helpful conduct, and equality. The implementation process was driven by policy formulation and supportive leadership of administrators, resulting in an efficient, transparent, and beneficial student support system for learners in a comprehensive and appropriate manner according to individual potential. (3) The results of the presentation and evaluation of the guidelines showed that all experts agreed that the proposed guidelines were comprehensive, appropriate, feasible, beneficial, and applicable in the school context.