THE DEVELOPMENT OF MATHEMATICS TEACHER COMPETENCY IN SMALL SCHOOL BY PROFESSIONAL LEARNING COMMUNICATION TO 21ST CENTURY TEACHER, MUANG DISTRICT, CHAIYAPHUM PROVINCE

Abstract

   The purposes of this research were 1) to develop a model for enhancing teacher competency in small schools through professional learning communities tailored for 21st-century teachers, 2) to evaluate the effectiveness of the model for teacher competency development using a professional learning community and 3) to improve mathematics teacher competency through a professional learning community. There were 3 stages of research methods. The first stage was to develop a model. The samples were 9 experts. The second stage was to evaluate the model. The samples were 30 stakeholders. The third stage was to development of mathematics teacher competency using a professional learning community. They were selected by purposive sampling. The research instruments included questionnaires, a structured interview form, a model evaluation form, and a competency test. The statistical methods used for data analysis were mean, standard deviation, and
t-tests for dependent samples.

          The results of the research were as follows:

 1) The developed model consisted of four components; (1) principles, (2) objectives, (3) development process with two parts. The first part was the workshop 4 modules. The second part was the development of the professional learning community (PLC) in five steps which included goal planning, taking action, classroom observation, reflection, and learning exchange, and (4) evaluation guidelines. 2) Model Evaluation, it was found that the model had appropriateness at the highest level (M = 4.51, SD = 0.51) and the probability at a high level (M = 4.51, SD = 0.50). 3) The results of using the developed model show that the competency of teachers after learning was higher than that of before at the statistically significant level of .05.