The Participatory Development of Professional Learning Community Platform for Schools in Chiang Mai
Article Sidebar
Main Article Content
Abstract
This research aimed to: (1) investigate the current states and needs for developing the Professional Learning Community (PLC) process, (2) develop a PLC management platform, and (3) study the results of its implementation. The sample consisted of 377 teachers and school administrators in Chiang Mai Province, using a stratified random sampling method. Research instruments included a questionnaire, focus group discussion records, and a platform evaluation form. Quantitative data were analyzed using mean and standard deviation, while qualitative data were analyzed through content analysis. Findings indicated that current PLC implementation was at a moderate level in teacher-related (M = 2.77, SD = 1.09) and management aspects (M = 3.12, SD = 0.73), while the supportive atmosphere was high (M = 3.98, SD = 0.80). Teachers expressed a need to deepen their understanding of PLC and improve digital tools for task submission. The developed platform featured two main components: (1) a management function encompassing awareness building, understanding enhancement, goal setting, planning, supervision, reflection, and certification; and (2) an online task submission system including member registration, PLC team entries, logbook records, summary reporting, and research documentation. Expert evaluation affirmed its high suitability and feasibility. Post-implementation results showed strong effectiveness in knowledge development (M = 4.77), school management (M = 4.72), online submission (M = 4.88), and teacher–student behavioral outcomes (M = 4.83). The study highlights the platform’s potential as a practical and scalable tool for enhancing PLC practices in diverse educational contexts.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
1. Any views and comments in the Journal of Social Innovation and Lifelong Learning are the authors’ views. The editorial staff have not to agree with those views and it is not considered as the editorial’s responsibility.
2. The responsibility of content and draft check of each article belongs to each author. In case, there is any lawsuit about copyright infringement. It is considered as the authors’ sole responsibility.
3. The article copyright belonging to the authors and The Far Eastern University are copyrighted legally. Republication must be received direct permission from the authors and The Far Eastern University in written form.
References
Alsarawi, A. (2019). A process, framework, and set of tools for facilitating co-planning among
co-teachers. International Journal of Whole Schooling, 15(2), 1–23. https://files.eric.ed.gov/fulltext/EJ1218543.pdf
Apiparinya, P., & Sudrung, J. (2019). A study of the state and problems of professional
learning community of schools under the Secondary Educational Service Area Office 1 and 2 in Bangkok. An Online Journal of Education, 14(2), 1–12. https://so01.tci-thaijo.org/index.php/OJED/article/view/193342/158406
Barber, M. (2009). The challenge of achieving world-class performance: Education in the 21st century [Presentation]. McKinsey & Company.
Carpenter, J. P., Shelton, C. C., & Schroeder, S. E. (2022). The education influencer: A new
player in the educator professional landscape. Journal of Research on Technology in Education, 54(4), 1–17. https://doi.org/10.1080/15391523.2022.2030267
Chananil, S., & Nethanomsak, T. (2022). Is PLC really good for the development of Thai
education research and development? Journal of Suan Sunandha Rajabhat University, 14(1), 68–81.
https://so05.tci-thaijo.org/index.php/irdssru/article/view/253188
Cheng, C. K. (2008). The effect of shared decision-making on the improvement in teachers’
job development. New Horizons in Education, 56(3), 31–46. https://eric.ed.gov/?id=EJ832908
Chookhampang, C. (2022). Learning community to classroom research. Chulalongkorn
University Press.
Cloke, H. (2023). John Dewey’s learning theory: How we learn through experience. Growth
Engineering. https://www.growthengineering.co.uk/john-dewey/
Cohen, J. M., & Uphoff, N. T. (1981). Rural Development Participation: Concept and Measure
for Project Design Implementation and Evaluation: Rural Development
Committee Center for international Studies. New York: Cornell University Press.
Chanraeng, T. ., (Chaiwichit Sopharat), P. D. C. J. ., (Duangchan Boonteam), P. S. ., Harukhamja, P. ., Siridechanont, P. ., & Techabenjarat, K. . (2024). Stateless Thai: Understanding and addressing ethnic inequity in Wiang Haeng District, Chiang Mai Province. Dhammathas Academic Journal, 24(2), 1–14. https://so06.tci-thaijo.org/index.php/dhammathas/article/view/269105
Dove, M. K., Zorotovich, J., & Gregg, K. (2018). School community connectedness and family
participation at school. World Journal of Education, 8(1), 49–57. https://doi.org/10.5430/wje.v8n1p49
Gore, J., Lloyd, A., Smith, M., Bowe, J., Ellis, H., & Lubans, D. (2021). Improving student
achievement through professional development: Results from a randomised controlled trial of Quality Teaching Rounds. Teaching and Teacher Education, 101, 103297. https://doi.org/10.1016/j.tate.2021.103297
Hallinger, P., & Lee, M. (2014). Mapping instructional leadership in Thailand: Has education
reform impacted principal practice? Educational Management Administration & Leadership, 42(1), 6–29. https://doi.org/10.1177/1741143213502196
Hipp, K., & Huffman, J. (2003). Professional learning communities: Assessment development
effects (Paper presentation). International Congress for School Effectiveness and Improvement, Sydney, Australia. https://files.eric.ed.gov/fulltext/ED482255.pdf
Jongmesuk, A., & Khanthap, J. (2021). The guideline development of teachers for learning
management by applying the PLC of the Secondary Educational Service Area Office 3. Journal of Educational Administration and Supervision, Mahasarakham University, 12(1), 81–91. https://so20.tci-thaijo.org/index.php/JAD/article/view/171
Kanda, K., Thadatontichok, T., & Yuenyaw, P. (2023). The academic leadership of school
administrators affecting the PLC of teachers under the Samut Sakhon Primary Educational Service Area Office. Journal of the Institute for Development of Buddhist Scholars, 6(1), 15–27. https://so06.tci-thaijo.org/index.php/tmd/article/view/260538
Limprasong, N. (2020). Model to drive of the Professional Learning Community process.
Journal of MCU Peace Studies, 8(5), 1959–1972.
https://so03.tci-thaijo.org/index.php/journal-peace/article/view/240912/166949
Mitari, N., Dhanapañño, P., & Ngamprakhon, S. (2023). Professional learning community to
manage learning in schools. Journal of Bovorn Multi-Education and Human Social Sciences, 4(2), 228–237.
https://so03.tci-thaijo.org/index.php/JOB_EHS/article/view/273984
Montriphakdi, W. (2024). The developing a professional learning community model to
promote proactive learning management at Roi Et school for the deaf. Interdisciplinary Academic and Research
Journal, 4(6), 815–830. https://doi.org/10.60027/iarj.2024.279884
Mougim, W., Wongsakul, S., & Jarungnanthakal, S. (2022). The role of school administrators
affecting the professional community at schools under the Secondary Educational Service Area Office Phra Nakhon Si
Ayutthaya. Journal of Educational Review, 9(2), 231–242. https://so02.tci-thaijo.org/index.php/EDMCU/article/view/249148
Nawarat, N., et al. (2021). Unspoken inequalities: Effects of online learning responses to
COVID-19 on migrant children and their families, Chiang Mai, Thailand
https://doi.org/10.56868/jadhur.v1i1.13
Nuchampan, W., Musikanon, C., & Wikhakato, P. (2020). Development of testing management
system of the Army Finance School using digital platform. Journal of Social Science and Buddhistic Anthropology, 5(10), 81–96.
https://so04.tci-thaijo.org/index.php/JSBA/article/view/245990
Panjapong, T., Khantharee, N., Singpan, P., Masena, C., & Taojan, S. (2024). A model of
PLC of teachers’ learning management by using digital technology in basic educational institutions. Journal of Liberal Arts, Prince of Songkla University, 16(2), 1–14. https://doi.org/10.14456/jlapsu.2024.13
Perathoranich, C. (2024). Development for academic administration to promote the
PLC in the teaching profession at Muangphetchaburi municipal schools. Journal of MCU Ubon Review, 9(1), 715–727. https://so06.tci-thaijo.org/index.php/mcjou/article/view/273533/182776
Phangphol, T., & Phakamach, N. (2021). The development of digital platform of an external
educational quality assurance systems for higher education in Thailand. Journal of Science Ladkrabang, 30(2), 25–31.
https://li01.tci-thaijo.org/index.php/science_kmitl/article/view/248248
Phabu, A., Chutchaipolrat, A., & Chanawong, K. (2024). Factors affecting the professional
learning community of schools under the Nakhonratchasima Primary Educational Service Area Office. Journal of Buddhist Philosophy Evolved, 8(2), 118–130. http://ojs.mbu.ac.th/index.php/jbpe/article/view/2641
Phothong, W., Yamkasikorn, M., Rattanapinyowanich, T., Werathummo, A., & Pitchayapirath, P.
(2021). The evaluation of teacher profession development from implementing PLC (PLC) from the Teacher Council of Thailand’s Teacher Networks. Journal of UBRU Educational Review, 1(1), 53–63.
https://so03.tci-thaijo.org/index.php/jrcd/article/view/249241/169183
Phongsakornrangsilp, P., Phongsakornrangsilp, S., & Panpumisap, P. (2019). Factors important
to the application of digital platform of hotel business in Krabi Province. Thai International Journal of Tourism Academic, 15(1), 167–186.
https://so02.tci-thaijo.org/index.php/jitt/article/view/174921/140249
Sapapud, S., & Wangthanomsak, M. (2021). The administration of professional learning
communities in secondary school. Journal of Education Silpakorn University, 19(1), 463–480.
https://so02.tci-thaijo.org/index.php/suedujournal/article/view/251086/169192
Secretariat of the Teachers’ Council of Thailand. (2020). Report writing documents for
professional learning communities for higher education mentors. Bangkok: Secretariat of the Teachers’ Council of Thailand.
Somngam, T., & Meekun, K. (2024). The factors promoting membership of teacher’s
professional learning communities in educational institutions under the Secondary Educational Service Area Office Bangkok 2. Journal of Buddhist Education and Research, 10(4), 200–211.
https://so06.tci-thaijo.org/index.php/jber/article/view/279209
Suansumran, S., Sikkhabandit, S., & Bunchakettikul, N. (2024). Participatory engagement of
school committees in learning resource management based on the sufficiency economy philosophy. EDMCU Journal, 12(1), 45–60.
https://so02.tci-thaijo.org/index.php/EDMCU/article/view/269610
Tangtong, K., Dee-aim, K., & Naebnean, T. (2023). A study of problems of the implementation
of PLC principle in schools under the Office of Suphanburi Primary Educational Service Area 3. Education Journal, 6(2), 170–181.
https://so02.tci-thaijo.org/index.php/edunsrujo/article/view/260606
Tantichuwet, P. (2023). School and professional learning community. Nonthaburi: Siam
Chulamonthon Co., Ltd.
Thanapiyawanich, A., Polnigongit, W., & Ruksasuk, N. (2020). Digital platform in developing
growth mindset and self-fulfilling prophecy to promote self-efficacy of cooperative education students. Journal of Social Communication Innovation, 8(1), 180–196. https://so06.tci-thaijo.org/index.php/jcosci/article/view/243145/164945
Trust, T., Krutka, D. G., & Carpenter, J. P. (2016). “Together we are better”: Professional
learning networks for teachers. Computers & Education, 102, 15–34. https://doi.org/10.1016/j.compedu.2016.06.007
Trust, T., & Whalen, J. (2020). Should teachers be trained in emergency remote teaching?
Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 189–199. https://www.learntechlib.org/p/215995/
Tupthai, T., & Chansirisira, P. (2025). Participatory school management for academic
effectiveness in PAO schools: A needs-based study in Northeast Thailand. Journal of Education and Learning, 14(5), 348–364. https://doi.org/10.5539/jel.v14n5p348
Usuwan, S., Pongpitaya, K., & Thepsaeng, S. (2023). Development of learning management in
the 21st century using the Professional Learning Community (PLC). Romphruek Journal of the Humanities and Social Sciences, 41(3), 149–168.
https://so05.tci-thaijo.org/index.php/romphruekj/article/view/260728
Vangrieken, K., Meredith, C., Packer, T., & Kyndt, E. (2022). Teacher communities as a context
for professional development: A systematic review. Teaching and Teacher Education, 120, 103872. https://doi.org/10.1016/j.tate.2022.103872
Wongrugsa, A., Meesuk, P., & Wangkaewhiran, T. (2022). The success factors and outcomes of
the PLC type of professional teachers and educational personnel development of the Teachers’ Council of Thailand. Panyapiwat Journal, 14(2), 245–258. https://so05.tci-thaijo.org/index.php/pimjournal/article/view/250929
Yamkasikorn, M. (2016). Professional learning community lecture notes [Lecture notes].
Department of Local Administration Promotion, Ministry of Interior.
Yimsawat, C., Nawarat, N., & Thongyou, M. (2020). Toward educational equity for ethnic
groups in the highlands of Northern Thailand. Chiang Mai University Journal of Social Sciences and Humanities, 7(1), 1–15. https://doi.org/10.12982/CMUJASR.2019.0010
