Development Of A Competency-Enhancement Curriculum For Active Learning Management Using Participatory Action Research And Professional Learning Communities For Basic Education Teachers In The Mae Sot Special Economic Zone Tak Province

Abstract

This study aimed to develop, implement, and evaluate a competency-enhancement curriculum for active learning management for basic education teachers in the Mae Sot Special Economic Zone, Tak Province, integrating Participatory Action Research (PAR) and Professional Learning Communities (PLCs). Guided by a research and development (R&D) design, the study proceeded through four sequential phases: needs assessment and foundational data collection, curriculum construction, curriculum implementation, and curriculum evaluation. Baseline data collected from 50 teachers revealed substantial gaps in competencies related to designing and facilitating learner-centered, collaborative, and authentic active learning experiences, highlighting the need for structured professional development. Based on these findings, a competency-enhancement curriculum was developed encompassing seven knowledge domains, five core competencies, and six major components, operationalized through a five-step PAR-PLC cycle and supported by the SCCER-U professional learning framework. Implementation with 30 volunteer teachers demonstrated significant improvements across all measured domains, including lesson plan design, active learning implementation, instructional media utilization, classroom management, and assessment of learning outcomes. Posttest results exceeded the 75% performance criterion, confirming the curriculum’s effectiveness in enhancing teachers’ instructional competencies. Evaluation using the CIPP model indicated that participants rated all aspects inputs, processes, and outcomes at the highest level, reflecting satisfaction with the curriculum’s relevance, practicality, and applicability. The integration of PAR and PLC frameworks fostered reflective practice, collaborative problem-solving, and continuous professional growth, demonstrating the transformative potential of participatory, contextually tailored professional development. These findings suggest that structured, iterative, and collaborative competency-enhancement programs can meaningfully improve teacher effectiveness in active learning management, with implications for educational practice, policy, and future research in teacher professional development.