The Development of an Active Learning Management Model Using the PLC Process for Teachers at Ban Dong School, Chiang Mai Province

Abstract

The objectives of this research were: 1) to study and analyze the current state of active learning management using the Professional Learning Community (PLC) process among teachers at Ban Dong School, Chiang Mai Province, 2) to develop a model for managing active learning using the PLC process among teachers at Ban Dong School, Chiang Mai Province, 3) to implement the model for managing active learning using the PLC process among teachers at Ban Dong School, Chiang Mai Province, and 4) to evaluate the implementation of the model for managing active learning using the PLC process among teachers at Ban Dong School, Chiang Mai Province. This research employed a research and development (R&D) approach. The informants consisted of 10 persons, including school administrators and teachers at Ban Dong School, Chiang Mai Province, selected through purposive sampling. The research tools included a document analysis framework, an interview framework, a focus group discussion framework, a model appropriateness assessment form, an opinion questionnaire, and a satisfaction questionnaire. Data were analyzed using descriptive statistics, including mean and standard deviation, and content analysis.

The findings revealed that :

1) The current state of active learning management among teachers at Ban Dong School has limitations in knowledge and understanding regarding the design of active learning activities, the use of instructional media, and assessment practices aligned with 21st-century skills. 2) The developed model for managing active learning integrates the PLC process based on a four-stage development cycle: planning, implementation, observation, and reflection, and is grounded in quality management principles based on the PDCA cycle. 3) The results of implementing the model show that teachers improved their active learning management to a good level and were able to apply the model appropriately in their instructional practices. 4) The evaluation of the model indicates that teachers’ opinions and satisfaction with the active learning management model using the PLC process were at a high level.

The developed model for managing active learning using the PLC process can serve as a guideline for enhancing teachers’ competencies and improving the quality of instructional management in educational institutions.