GUIDELINES FOR THE DEVELOPMENT OF PROFESSIONAL LEARNING COMMUNITIES IN THE 21ST CENTURY OF SMALL PRIMARY SCHOOLS UNDER THE NONG BUA LAMPHU PRIMARY EDUCATIONAL SERVICE AREA OFFICE

Abstract

This research aimed to 1) study the current, desired, and necessary conditions of 21st-century professional learning communities and 2) study guidelines for developing 21st-century professional learning communities. It employed a mixed-methods approach combining quantitative and qualitative research. The sample consisted of 242 administrators and teachers from small primary schools in Nong Bua Lamphu Province, selected using the                    Krejcie & Morgan formula. The research instruments included questionnaires with a reliability coefficient of 0.90 and interviews. Data analysis employed basic statistics such as mean and standard deviation, as well as content analysis.

The research findings revealed that: 1) A study of the current, desired, and necessary conditions of 21st-century professional learning communities (PLCs) in small primary schools under the Nong Bua Lamphu Primary Educational Service Area Office (Table 1) showed that the overall current state of 21st-century PLC development in small primary schools under the Nong Bua Lamphu Primary Educational Service Area Office was at a high level (  = 4.45, S.D. = 0.50), and the desired state was at the highest level (  = 4.71, S.D. = 0.11). 2) Six approaches to developing 21st-century PLCs were identified: 1) Shared vision, 2) Community support structure, 3) Collaborative leadership, 4) Teamwork, 5) A supportive community, and 6) Professional learning and development.