Thai primary school teachers in geographically isolated and under-resourced contexts face persistent challenges in developing Technological Pedagogical Content Knowledge (TPACK), despite growing expectations for technology-enhanced instruction. Although Professional Learning Communities (PLCs) have shown promise for supporting teacher learning, little research has examined how PLC models can be adapted for small, resource-constrained schools in Southeast Asia. This study addresses this gap by developing and piloting a context-responsive blended PLC model that integrates transformational leadership, collaborative professional learning, and the TPACK framework.

Grounded in transformational leadership theory, PLC literature, TPACK, and blended learning, the study proposes a mediation model in which school-level transformational leadership influences teachers’ TPACK development through the quality of blended PLC processes. The study has three objectives: (1) to design and validate a blended PLC model through literature synthesis and expert review; (2) to examine direct and indirect relationships among transformational leadership, PLC quality, and teachers’ TPACK using structural equation modeling; and (3) to pilot the model and assess its effects on teachers’ instructional design competencies and professional learning satisfaction.

A sequential explanatory mixed-methods design embedded within a design-based research framework is employed. Quantitative survey and pre- and post-intervention data are analyzed using structural equation modeling and paired t-tests, while qualitative data from teacher reflections, focus groups, and classroom observations are used to explain and refine the quantitative findings. Preliminary results indicate strong teacher engagement and positive perceptions of the blended PLC model. The study contributes a scalable approach to technology-focused teacher professional development in low-resource primary school contexts.

Authors:
Atchara Somwang, King Mongkut’s University of Technology Thonburi (KMUTT), Thailand

About the Presenter(s)
Achara Somwang is the School Director of Ban Bophut Primary School and a Ph.D. candidate at KMUTT. Her research interests include digital competency, AI literacy, and Professional Learning Communities for teacher development and student learning improvement.

Connect on Linkedin
https://www.linkedin.com/in/kruoah-atchara-37840824a?trk=contact-info

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