Effect of School Administrator’s Roles on Effective Teacher Professional Learning Community in Primary School
Keywords:
school administrator’s roles, professional learning communityAbstract
The results showed high level of school administrator’s roles in the aspect of building staff
capacity also the effective teacher professional learning community in shared values and vision
have the highest mean. The results indicated that there is correlation between school
administrator’s roles with effective teacher professional learning community at the significant level of .05. The simple regression analysis shows that the role of school administrators can predict effective teacher professional learning community at the significant level .05.
Keyword : school administrator’s roles , professional learning community
References
พระราชบัญญัติระเบียบข้าราชการครูและบุคลากรทางการศึกษา พ.ศ.2547. (2547, 23 ธันวาคม).
ราชกิจจานุเบกษา. หน้า 22-73.
วิรัชดา ทานิล, สุขุม พรมเมืองคุณ, ศักดินาภรณ์ นันที. 2561. ปัจจัยที่ส่งผลต่อการเป็นชุมชนการเรียนรู้วิชาชีพของ
โรงเรียนสังกัดสำนักงานเขตพื้นที่การศึกษาประถมศึกษาเลย เขต 2. วารสารวิทยาลัยบัณฑิตเอเชีย
ปีที่ 8 ฉบับที่ 2 กรกฎาคม - ธันวาคม 2561.
สำนักงานเลขาธิการคุรสภา. (2559). ประกาศสำนักงานเลขาธิการคุรสภาเรื่อง แนวทางการส่งเสริม สนับสนุน
เครือข่ายพัฒนาวิชาชีพครู และบุคลากรทางการศึกษาม ออนไลน์. สืบค้นจากhttps://www.spe.go.th/
files/com_news/2016-05_9e8ff07bfa57e8c.pdf.
Andersson, C. and Palm, T. 2017. The impact of formative assessment on student achievement: A
study of the effects of changes to classroom practice after a comprehensive professional development programme, Learning and Instruction. 49, 92-102.
Aylsworth, A. J. 2012. Professional learning communities: An analysis of teacher participation in a
PLC and the relationship with student academic achievement. Doctor of Philosophy
(Educational Leadership), Iowa State University.
Balyera, A., Karatasa, H., Alci, B. 2015. School Principals’ Roles in Establishing Collaborative
Professional Learning Communities at Schools. Social and Behavioral Sciences. 197, 1340–1347.
Bolam, Ray et al. 2005. Creating and Sustaining Effective Professional Learning Communities. Universities of Bristol. Bath and London.
Fishman, B. D., Chris, E. A., Frumin, K., F., Brandon, L. F., Levy, A. J., McCoy, Ayana, Fischer, Christian.
2018. Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform. Teaching and Teacher Education. 72, 107-121.
Hord, M. Shirley. 1997. Professional Learning Communities:Communities of Continuous Inquiry and Improvement. Southwest Educational Development Laboratory, Austin, TX. Rethrieved from https://files.eric.ed.gov/fulltext/ED410659.pdf.
Jones, L., Stall G., Yarbrough, D. 2013. The Importance of Professional Learning Communities for
School Improvement. Creative Education. 4(5), 357-361.
Meiers, M. & Buckley, B. 2009. The digest: Successful professional learning, Sydney: Institute of
Teachers.Miller, A. G., Jennifer, Wallington, Claire, Harris, Harris,Prieto-Rodriguez, Elena, Smith, Max. 2019. Improving student outcomes through professional development: Protocol for a
cluster randomised controlled trial of Quality Teaching Rounds, International Journal of
Educational Research. 98, 146–158.
Mohabir, A. D. 2009. The Principal’s role in Implementing Professional Learning Communities
within a School. Doctor of Philosophyใ University of Florida.
Owen, S. 2014. Teacher professional learning communities:Going beyond contrived collegiality
toward challenging debate and collegial learning and professional growth, Australian Journal of Adult Learning. 54(2) 54-77.
Prast, E. J., Van de Weijer-Bergsma, E., Kroesbergen E. H. and Van Luit, J. E. H. 2018. Differentiated instruction in primary mathematics: Effects of teacher professional development on student achievement, Learning and Instruction. 54 22–34.
Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., & Kleiner, A. 2000. Schools that Learn: A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares About Education. New York: Currency/Doubleday.
Stoll, L. and Earl, L. 2003. Making it Last: Building Capacity for Sustainability, in B.Davies and J. West-Burham (eds), Handbook of Educational Leadership and Management.London: Pearson/Longman.
Vescio, V., Ross, D., Adams, A. 2008. A review of research on the impact of professional learning
communities on teaching practice and student learning, Teaching and Teacher Education 24 80–91.
ราชกิจจานุเบกษา. หน้า 22-73.
วิรัชดา ทานิล, สุขุม พรมเมืองคุณ, ศักดินาภรณ์ นันที. 2561. ปัจจัยที่ส่งผลต่อการเป็นชุมชนการเรียนรู้วิชาชีพของ
โรงเรียนสังกัดสำนักงานเขตพื้นที่การศึกษาประถมศึกษาเลย เขต 2. วารสารวิทยาลัยบัณฑิตเอเชีย
ปีที่ 8 ฉบับที่ 2 กรกฎาคม - ธันวาคม 2561.
สำนักงานเลขาธิการคุรสภา. (2559). ประกาศสำนักงานเลขาธิการคุรสภาเรื่อง แนวทางการส่งเสริม สนับสนุน
เครือข่ายพัฒนาวิชาชีพครู และบุคลากรทางการศึกษาม ออนไลน์. สืบค้นจากhttps://www.spe.go.th/
files/com_news/2016-05_9e8ff07bfa57e8c.pdf.
Andersson, C. and Palm, T. 2017. The impact of formative assessment on student achievement: A
study of the effects of changes to classroom practice after a comprehensive professional development programme, Learning and Instruction. 49, 92-102.
Aylsworth, A. J. 2012. Professional learning communities: An analysis of teacher participation in a
PLC and the relationship with student academic achievement. Doctor of Philosophy
(Educational Leadership), Iowa State University.
Balyera, A., Karatasa, H., Alci, B. 2015. School Principals’ Roles in Establishing Collaborative
Professional Learning Communities at Schools. Social and Behavioral Sciences. 197, 1340–1347.
Bolam, Ray et al. 2005. Creating and Sustaining Effective Professional Learning Communities. Universities of Bristol. Bath and London.
Fishman, B. D., Chris, E. A., Frumin, K., F., Brandon, L. F., Levy, A. J., McCoy, Ayana, Fischer, Christian.
2018. Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform. Teaching and Teacher Education. 72, 107-121.
Hord, M. Shirley. 1997. Professional Learning Communities:Communities of Continuous Inquiry and Improvement. Southwest Educational Development Laboratory, Austin, TX. Rethrieved from https://files.eric.ed.gov/fulltext/ED410659.pdf.
Jones, L., Stall G., Yarbrough, D. 2013. The Importance of Professional Learning Communities for
School Improvement. Creative Education. 4(5), 357-361.
Meiers, M. & Buckley, B. 2009. The digest: Successful professional learning, Sydney: Institute of
Teachers.Miller, A. G., Jennifer, Wallington, Claire, Harris, Harris,Prieto-Rodriguez, Elena, Smith, Max. 2019. Improving student outcomes through professional development: Protocol for a
cluster randomised controlled trial of Quality Teaching Rounds, International Journal of
Educational Research. 98, 146–158.
Mohabir, A. D. 2009. The Principal’s role in Implementing Professional Learning Communities
within a School. Doctor of Philosophyใ University of Florida.
Owen, S. 2014. Teacher professional learning communities:Going beyond contrived collegiality
toward challenging debate and collegial learning and professional growth, Australian Journal of Adult Learning. 54(2) 54-77.
Prast, E. J., Van de Weijer-Bergsma, E., Kroesbergen E. H. and Van Luit, J. E. H. 2018. Differentiated instruction in primary mathematics: Effects of teacher professional development on student achievement, Learning and Instruction. 54 22–34.
Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., & Kleiner, A. 2000. Schools that Learn: A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares About Education. New York: Currency/Doubleday.
Stoll, L. and Earl, L. 2003. Making it Last: Building Capacity for Sustainability, in B.Davies and J. West-Burham (eds), Handbook of Educational Leadership and Management.London: Pearson/Longman.
Vescio, V., Ross, D., Adams, A. 2008. A review of research on the impact of professional learning
communities on teaching practice and student learning, Teaching and Teacher Education 24 80–91.
Downloads
Published
2020-12-20
How to Cite
Koolnaphadol, T. (2020). Effect of School Administrator’s Roles on Effective Teacher Professional Learning Community in Primary School. Al-HIKMAH Journal, 10(20), 1–12. Retrieved from https://so01.tci-thaijo.org/index.php/HIKMAH/article/view/243184
Issue
Section
Research Article
