A Development Model of Teacher Competencies in Active Learning Using the PLC-5S Model to Enhance Student Achievement at Anuban Loei School

Abstract

The objectives of this research were to : 1) investigate the current condition, desirable condition, and needs for developing teachers’ competencies in Active Learning using the PLC-5S Model to enhance student achievement at Anuban Loei School; 2) develop and validate a model for developing teachers’ competencies in Active Learning using the PLC-5S Model to enhance student achievement at Anuban Loei School; 3) implement the model for developing teachers’ competencies in Active Learning using the PLC-5S Model to enhance student achievement at Anuban Loei School; and 4) evaluate the model for developing teachers’ competencies in Active Learning using the PLC-5S Model to enhance student achievement at Anuban Loei School. The research participants consisted of 61 administrators and teachers at Anuban Loei School, selected through purposive sampling. The research instruments included a questionnaire, a semi-structured interview and evaluation forms. Data were analyzed using descriptive and inferential statistics.

The results show that; 1) the overall current condition of teachers’ competencies in Active Learning was at a high level, whereas the desirable condition was at the highest level. The overall needs index was 0.28. In particular, the competency sub-dimension concerning the organization of learning activities that enabled students to engage in hands-on learning and apply their knowledge in authentic situations, consistent with the principles of Active Learning, had the highest needs index across all competency areas; 2) the model for developing teachers’ competencies in Active Learning through the PLC-5S Model to enhance student achievement at Anuban Loei School consisted of nine components: (1) principles of the model, (2) objectives of the model, (3) inputs, (4) process, (5) outputs, (6) outcomes, (7) feedback, (8) success conditions, and (9) measurement and evaluation; 3) after implementation of the model, teachers demonstrated higher competencies in learning design and planning, as well as more positive attitudes toward Active Learning. In addition, students’ achievement was higher than that in the academic year prior to the implementation of the model. The teachers’ knowledge and understanding of Active Learning before and after implementation of the model differed significantly at the .05 level; and 4) teachers’ overall satisfaction with the model for developing teachers’ competencies in Active Learning through the PLC-5S Model to enhance student achievement at Anuban Loei School was at the highest level. Satisfaction with the outcomes resulting from the implementation of the model was also at the highest level. However, among the process-related aspects, the appropriateness of the duration and procedures in relation to teachers’ workloads received the lowest mean score, as teachers needed to adjust their schedules and allocate additional time to participate in Professional Learning Community (PLC) activities.