Development of Active Learning Management Model with a Professional Learning Community based on Integrated Buddhist Principles of Schools under Nakhon Si Thammarat Primary Educational Service Area Office 2

Abstract

This research aimed 1) to study the current status, problems, and needs of proactive learning management, 2) to develop a model, 3) to test the model, and 4) to evaluate the model. This research is mixed-method research using samples of 254 school directors and teachers responsible for academic affairs of the school, interviewing 15 key informants, in-depth interviews with 5 key informants, connoisseurship with 9 experts, and trial and evaluation of the model using 10 teachers. The research instruments are questionnaires, in-depth interviews, connoisseurship recordings, tests, observation forms, supervisory forms, focus group discussions, and evaluation forms. The research statistics are percentages, frequencies, means, standard deviations, needs, and descriptive summative analysis. The research results are as follows: 1. The results of the study of the current status, problems, and needs of proactive learning management found that 1) The current status, problems, and needs of proactive learning management are at a moderate level, ranked from most to least, designing proactive learning, organizing proactive learning, writing proactive learning management plans, and measuring and evaluating proactive learning management. 1) The expected status of proactive learning management is at a high level overall. Ranked from most to least are: writing an active learning management plan, active learning management, measuring and evaluating active learning management, designing active learning management, and 3) Necessary requirements. Overall, it was found that PNI _modified had the highest value. The first is writing an active learning management plan (0.888), the second is measuring and evaluating active learning management (0.865), the third is active learning management (0.834), and the fourth is designing active learning management (0.772). 2. The active learning management model with a professional learning community based on Buddhist integration includes: 1) principles, 2) objectives, and 3) implementation process, consisting of (1) training, including designing an active learning management, writing an active learning management plan, (2) supervision, including active learning management, and (3) evaluation, including measuring and evaluating active learning management, with the PLC process being team building and collaborative development. Learning management practices and reflection and exchange, and 4) success factors. 3. Results of the trial of the active learning management model with a professional learning community based on the principles of Buddhist integration; 1) Knowledge and understanding test before training equal to 11.70 and the average score after training equal to 17.90, 2) Evaluation of the active learning management plan, overall, at a high level, 3) Active learning management, overall, at the highest level, and 4) Supervision and monitoring of active learning management with a professional learning community based on the principles of Buddhist integration, found that overall, at the highest level. 4. The results of the evaluation of the active learning management model with a professional learning community based on the principles of Buddhist integration found that the active learning management model with a professional learning community based on the principles of Buddhist integration of schools under Nakhon Si Thammarat Primary Educational Service Area Office 2, can be applied in educational institutions and teachers are satisfied with the use of the model at the highest level.