The Participatory Development of Professional Learning Community Platform for Schools in Chiang Mai
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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.
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