Model for Developing Teacher-Researcher Competency Using Learning in the flow of work and Professional Learning Community Concepts: A Case Study of Bangli Municipality School 1 (Phanit Uthit)

Abstract

This research used the research and development (R&D) model, which was divided into 4 phases: Phase 1) Needs study aimed to study the needs and guidelines for developing a model for developing the competency of researcher teachers based on the concept of on-the-job learning and professional learning communities. The informants included 40 teachers and 3 experts. The research instruments were questionnaires and interviews. Data were analyzed using mean, standard deviation, and descriptive analysis. Phase 2) Model development. The workshop informants included 3 experts, 2 administrators, and 40 teachers, totaling 45 people, and the expert seminar informants included 10 people. The research instruments were meeting minutes and a model quality check form. Data were analyzed by means of standard deviations and content analysis. Phase 3) Model trial. The target group was 40 teachers. The research instruments were a research knowledge test, a research skills assessment form, and a research attitude assessment form. Phase 4) Satisfaction assessment. The informants included 40 teachers. The research instrument was a satisfaction assessment form. Data were analyzed by means and standard deviations. The research results found that the need to develop the competence of researcher teachers is at a high level overall. The guidelines for enhancing the competence of researcher teachers include 1) setting shared values, 2) setting shared goals, 3) creating cooperation among teachers in working together, 4) jointly guiding work development, and 5) jointly discussing and reflecting on the results of the practice. The researcher teacher competence development model consists of 6 components: 1) basic theory and principles, 2) objectives, 3) systems and mechanisms, 4) methods of operation, 5) measurement and evaluation, and 6) conditions for using the model. The evaluation results from experts found that overall, it was at the highest accuracy, appropriateness, and usefulness. The results of the model trial found that after the development, teachers’ research knowledge increased by 30.17 percent, research skills increased by 29.06 percent, and attitudes toward research increased by 24.75 percent, with a statistically significant difference at the .05 level. The teachers’ satisfaction with implementing the researcher's teacher competence development model was high overall.