Benchmark for Building Professional Learning Communities in Schools: From Tools and Guideline to Practice in Thai Educational Context

Benchmark for Building Professional Learning Communities in Schools: From Tools and Guideline to Practice in Thai Educational Context

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Benchmark for Building Professional Learning Communities in Schools: From Tools and Guideline to Practice in Thai Educational Context

This research was a part of research project entitled “,Development of a Benchmark for Building Professional Learning Communities in Schools”,. The purposes of this study were (1) to develop the factors and indicators of professional learning communities (PLCs), and (2) to develop the criterion and indicators of PLCs building benchmark. This study employed the research &, development methodology. The population of this research comprised administrators ,and teachers in basic education institutions. Samples of this research were 1,800 administratorsand teachers from 180 basic education institutions, that selected by two-state random sampling.The instruments consisted of two key evaluation checklists. These evaluation checklists comprised five components according to factors and indicators of PLCs which developed. The data analysis of this research divided into two aspects, i.e., (1) the quantitative data were analyzed by using the descriptive statistics, i.e., frequency, percentage, mean, and standard deviation, also using the Mplus program for building the multilevel factor mixture model (ML-FMM) of PLCs inschools, and (2) the qualitative data were analyzed by using the content analysis technique. The results of model were conveyed the key information to evaluate the PLCs and to develop the PLCs building benchmark for schools. The evaluation capacities of them were expected that ,created while benchmarking in schools that applied from benchmarking processes of the Xerox Corporation, USA. Ultimately, it expected that conveyed the successful building the professional learning communities in schools to the Thai government to reach the national education standardsbased on the national education provision.

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