SCHOOL AS LEARNING COMMUNITY DEVELOPMENT GUIDLINE OF THE EXTENSION SCHOOLS UNDER UDON THANI PRIMARY EDUCATIONAL SERVICE AREA OFFICE

Abstract

This research aimed (1) to study the current conditions, required conditions, and essential needs, and (2) to study guidelines for developing Schools as Learning Communities (SLC) in extension schools under the Udon Thani Primary Educational Service Area Office. The study was conducted in two phases using a mixed-method research approach. In Phase 1, the current conditions, required conditions, and essential needs were examined. The sample consisted of 264 participants, including school directors, teachers, school board members, and parents or community members. They were selected through multi-stage random sampling. The data were collected using a five-point Likert scale questionnaire. The analysis included percentage, mean, standard deviation, and reliability testing, yielding a reliability coefficient of 0.98. And Phase 2 aimed to develop guidelines. A panel of 12 expert stakeholders was selected using purposive sampling. Data were analyzed using the Multi-Attribute Consensus Reaching (MACR) method. The research results were found as follows;

          1) The overall current conditions were at a moderate level, while the overall required conditions were at the highest level. The overall essential needs ranged from 0.663 to 0.711. 2) The guidelines for developing Schools as Learning Communities in extension schools under the Udon Thani Primary Educational Service Area Office are as follows: (1) Vision: Comprising learning together among students, a professional learning community for teachers, and cooperation in school reform. (2) Philosophy: Consisting of public philosophy, democratic philosophy, equality philosophy, and the philosophy of excellence. (3) Activities: Including collaborative learning, collegiality, and parental and community involvement.