Guidelines for Developing Learning Communities of Educational Institutions under the Nakhon Sawan Provincial Office of Learning Encouragement According to Ariyasacca 4

Abstract

The purposes of this research article were 1) to study the level of learning communities; and 2) to find guidelines for developing learning communities of educational institutions under the Nakhon Sawan Provincial Office of Learning Encouragement according to Ariyasacca 4. It was the mixed-methods research. The quantitative research used a questionnaire with a reliability of 0.98. Data were collected from a sample of 140 people. Data were analyzed by finding frequency, percentage, mean, and standard deviation. Qualitative research used a semi-structured interview method to collect data from 9 key informants. Content analysis technique was used. The research results found that 1) the level of learning communities of educational institutions under the Nakhon Sawan Provincial Office of Learning Encouragement according to the opinions of school administrators and teachers, had the highest overall mean; 2) the guidelines for developing learning communities of educational institutions under the Nakhon Sawan Provincial Office of Learning Encouragement according to Ariyasacca 4 found that in terms of shared vision, administrators should create participation in work, set goals for developing student quality, and support the use of technology in creative learning. In terms of collaborative teamwork, administrators should promote teamwork, teaching work, support classroom research, create a platform or space for sharing, have a monitoring and reporting plan. In the aspect of shared leadership and systematic thinking, administrators should encourage teachers to continuously develop their knowledge and skills, build morale, be open to criticism, create action plans, and summarize results. In terms of learning exchange and professional development, administrators should create awareness for teachers to understand the necessity of learning exchange, create strength in supervision, reinforce teachers, and focus on aesthetic conversation. In the aspect of community of friends, administrators should enhance understanding and confidence in work groups, create motivation and teamwork, share information, and support positive communication. In terms of community support structure, administrators and teachers should communicate creatively and comprehensively, using appropriate and diverse methods.