



















































Journal of Green Learning


Journal of Green Learning, e-ISSN 2807-890X 

Vol. 1, No. 1, September 2021, pp. 22-27. 
DOI: 10.53889/jgl.v1i1.30 

-------------------------------------------------------- 

 

Elements of the teacher development system in learning 

management according to the concept of Education 4.0  
 

Jedsada Janpleng 1, Karn Ruangmontri 2 
1 Ed.D. candidate in Educational Administration and Development,  Faculty of Education,  

Mahasarakham University, Thailand 
2 

Faculty of Education, Mahasarakham University, Thailand 

 

Article Info  ABSTRACT 

Article history: 

Received   July 6, 2021 

Revised     August 20, 2021 

Accepted   September 13, 2021 

 

 
The purpose of this study was to study the elements of the teacher development 

system in learning management according to the concept of Education 4.0 with 

a professional learning community process in secondary schools under the 

Office of the Basic Education Commission by studying the components of the 

teacher development system in learning management according to the concept 

of education 4.0 with a professional learning community process from 7 

experts, consisting of 1) two people in higher education administration, 2) one 

person who has a stake in learning management, 3) two school directors, and 

4) two teaching specialist teachers. The sample group was obtained by using a 

specific selection method using the teacher development system component 

assessment in learning management according to the concept of education 4.0 

with a professional learning community process in secondary schools, under 

the Office of the Basic Education Commission, which is a 5-level rating scale.  

System Components Teacher development in learning management According 

to the educational model 4.0 with a professional learning community process 

in secondary schools, under the Office of the Basic Education Commission, 

there are 4 main components, 13 subcomponents, namely; 1) The inputs 

consist of (1) executives, (2) learning management courses, (3) teachers, (4) 

resources that support learning management. 2) The process consists of (1) 

Identifying challenging problems, (2) Concept finding stage, (3) Planning and 

development stage, (4) Testing and evaluation stage, (5) Presenting results to 

society. 3) Productivity consists of (1) Teachers have knowledge and 

understanding of learning management, (2) Teachers are competent in learning 

management. 4) feedback, which consists of (1) reporting on results and (2) 

improvements, corrections, and developments. And, the experts assess the 

suitability of the elements at a high and highest level and have consistent 

opinions on all components.. 

 

Keywords: 

basic education 

Education 4.0 

learning management 

professional development 

teacher development 

 

This is an open access article under the CC BY-SA license. 

 

Corresponding Author: 
Jedsada Janpleng  
Department of Educational Administration and Development, 

Faculty of Education, 

Mahasarakham University  

Thailand  

Email : Jedsada.j@ln.ac.th 
 

1. INTRODUCTION  

In today's era, it is known that each class will have students with different and diverse abilities, as the 

Second Education Reform (2009-2018) seeks to address the problem of quality improvement. teachers to provide 

teachers with sufficient competence to develop the quality of modern Thai people. Because teachers are important 

personnel of education and are involved in social development, teachers are responsible for teaching and learning 

to educate and develop the quality of learners until they can communicate ideas, solve problems, use technology, 

https://creativecommons.org/licenses/by-sa/4.0/


23 

 

and have life skills, including morality, ethics, discipline, patriotism (Panich, 2012). Entering Thailand 4.0, 

Thailand must create its innovations without relying on foreigners as before, which is the main goal of Thailand 

4.0. Driving towards becoming a country "Prosperous, Stable, and Sustainable" is to make Thailand move towards 

a high-income country with high-quality human resource development (Phisitpaiboon, 2016).  

  Nowadays, teachers and educators need to be knowledgeable and competent to be able to drive the 

educational reform process, especially the continuous and serious learning reform (Office of the National 

Education Commission, 2000). Improving the quality of education has resulted in numerous studies confirming 

that having teachers with the right knowledge, skills, and preparing new teachers for good performance directly 

affects student achievement (Darling-Hammond, 1996; Brookfield, 1995). There is a fundamental belief that we 

want to help and encourage school personnel to exchange knowledge with each other through the process of 

professional development (Wells & Feun, 2007). which the development of competence and competence must 

cover the development of both teachers and school administrators, if school administrators see the value and 

support the professional learning community as a tool to develop teacher learning management, and learning of 

students as well (Vescio et.al., 2006).  

The result is an opportunity for teachers and school administrators to participate in thinking, jointly solving 

problems, and making decisions together within the school, and the important mission of the school's professional 

learning community focuses on developing teacher competency and Executives for the development of student 

learning (Hord, 2004). The learning of the students will be achieved through analytical thinking and action. 

Students should be the center of teaching, while the teacher plays a role in training, guiding, preparing, and 

facilitating. (Ploykornburi, 1998). The adoption of the professional learning community concept in schools is a 

tool of change in teacher behavior influenced by dialogue to facilitate professional development among school 

teachers (Gilrane, 2008).  

The relationship between the shared efficiency of teachers and the professional learning community results 

in better student performance (Calcasola, 2013). Running a professional learning community is also an opportunity 

for professional advancement (Morrow, 2010). This means that professional learning communities are constantly 

transforming students, teachers, administrators and schools (Panich, 2012). The professional learning community 

helps to develop teachers. causing teachers to work together to take responsibility for student learning to have 

higher academic achievement as well as sharing teaching methods that clearly see results by participating in critical 

discussions about their teaching problems to seek advice from colleagues (DuFour & Mattos, 2013). The 

professional learning community of teachers exchanging or sharing the role of a mentor, advisor, or specialist, 

leading to practical guidance to improve teaching and relationships within the school. In addition, teachers engage 

in discussions to reflect on student teaching and learning practices, enabling teachers to understand the teaching 

process and to monitor the quality of teacher performance and student learning (Stoll et al., 2006).  

This is consistent with the study by Noparak et.al. (2014), the creation of a professional learning community 

enables teachers to conduct education in the development of teaching and learning, and the development of 

institutional curricula and learning management in a professional learning community will enable effective 

classroom teacher teaching and student success. Learning success leads to qualitative changes in both the teacher's 

profession and student achievement (Elmore, 2002; Lewis & Andrews, 2004). From the study conducted in the 

form of a professional learning community, the results were good for both the teaching profession and the learner. 

In other words, the positive effect on teachers found that the professional learning community affected teachers, 

which reduced teachers' feelings of loneliness in teaching, increased feelings of commitment to school missions 

and goals, and increased enthusiasm to act. to achieve the mission so vigorously that Want to share, learn and take 

responsibility for the overall development of students. These are regarded as “learning powers” which result in 

better classroom teaching practices and teachers have also found progress in adapting learning management 

methods following learner characteristics. clearly.  

As for the positive effect on the learners, it was found that the professional learning community affected 

the learners, that is, the learners had significantly increased learning outcomes. (Chookamnerd & Sungtong, 2014). 

From the study of teacher professional development and teacher development factors at present, it was found that 

teachers have developed quite a lot, but the lack of monitoring and evaluation of the application of knowledge to 

develop teaching and learning management causes redundancy in the substance. of teacher training courses and 

training does not meet the needs of teachers undergoing development (Education Council Secretariat, 2015). The 

development of teachers in the past cannot really solve the problem of learning management.  

Most of the operations are carried out following the policy of the parent agency, not due to the real needs 

of the teachers. In addition, teacher development lacks holistic development or integration, does not encourage 

teachers to exchange knowledge together, teachers have a lot of workloads, the teacher development budget is 

limited. From the survey of teachers' needs, it was found that teachers needed a system of teaching and learning, 

and a sample of the results of the study on solving learners' problems, wanting to develop techniques for learning 

management according to their potential and differentiation. Differences between individuals, problem-solving, 

real-world assessments, education development, learners ready to be put into practice. 



24 

 

Therefore, it is imperative to seek new methods of teacher development. This is because learning 

management is unique. It is a science in both content and teaching techniques. Therefore, continuous development 

is required to be successful. For this reason, the students studied the elements and necessities of the teacher 

development system in learning management in the field of learning management according to the concept of 

education 4.0 with a professional learning community process in secondary schools, under the Office of the 

National Education Commission. Basic education can be used to develop a system for teacher development in 

learning management in terms of quality learning management for effective and efficient learning management in 

educational institutions. 

 

2. METHOD  

A study of the elements and necessities of the teacher development system in learning management 

according to the Education 4.0 concept with the professional learning community process in secondary schools 

under the Office of the Basic Education Commission (Figure 1). There are steps to do as follows; 

 1. Study-related documents and studies, analyze, synthesize, categorize concepts, relevant background 

information. 

 2. Develop a conceptual framework for teacher development system in learning management according 

to the concept of education 4.0 with a professional learning community process, by using the results from the study 

of related study documents to create a conceptual framework for teacher development system in Manage learning 

according to the concept of Education 4.0. 

 3. To study the opinions of experts regarding the components and steps of the teacher development system 

in the management of learning according to the concept of education 4.0 with a professional learning community 

process in secondary schools under the Office of the Basic Education Commission. 

The researchers created a questionnaire to ask the opinions of experts to find the System Components using 

the questionnaire and study the needs and requirements of the teacher development system in the management of 

learning based on the concept of education. 4.0 with a professional learning community process from all 333 target 

groups using questionnaires. 

 Population and sample: (1) The study of the components of the teacher development system in learning 

management according to the educational concept of 4.0 with a professional learning community process was used 

by seven experts, consisting of 1) Higher education administration, 2 people. 2) One person who has a stake in 

learning management. 3) Director of the educational institute, 2 people. 4) Two teaching specialist teachers. They 

have come up with a specific method of choice. (2) The study of necessity, teacher development system in learning 

management according to the concept of education 4.0 with the process of the professional learning community, 

used in secondary schools of the Office of the Basic Education Commission of 111 schools. The data providers 

consisted of school administrators, teachers, academic supervisors, and teachers totaling 333 people, which were 

obtained by Multi-stage Random Sampling. 

 4. Analyze and synthesize the data from the questionnaire. To draft a system for developing teachers to 

manage learning based on the Education 4.0 concept with a professional learning community process, which 

analyzes the opinions of experts obtained from the creation of a questionnaire to verify the System Components. 

The data obtained from the feedback questionnaire were created to determine the system's needs using the mean 

score and standard deviation statistics.  



25 

 

 
  

Figure 1 Theoretical framework 

 

3. RESULT AND DISCUSSION  

 A study of the elements and necessities of the teacher development system in learning management 

according to the Education 4.0 concept by the professional learning community process in secondary schools under 

the Office of the Basic Education Commission are as follows. The results of the analysis of data from concepts, 

theories, principles, and research related to the teacher development system in learning management according to 

the study concept of 4 . 0  with professional learning community process, it was found that the results of the 

knowledge analysis on the development of teacher development system in learning management according to the 

concept of education 4.0 with the professional learning community process, as shown in the Table 1.  

 

Table 1 Professional learning community concept in learning management 

Main component Sub-components x̅ S.D. Suitability level 

1. Input 

1. Executives 4.46 0.32 High  

2. Learning Management Course 4.60 0.36 Highest 

3. Teachers 4.63 0.38 Highest 

4. Support Resources 4.60 0.55 Highest 

2. Process 

1. Identifying challenging problems 4.55 0.37 Highest 

2. The concept search stage 4.64 0.38 Highest 

3. Planning and Development Stage 4.68 0.39 Highest 

4. Testing and Evaluation 4.60 0.38 Highest 

5. Stage of presenting results to society 4.60 0.40 Highest 

3. Productivity 
1. Teachers have knowledge and 

understanding of learning management. 
4.40 0.54 

High  



26 

 

Main component Sub-components x̅ S.D. Suitability level 
2. Teachers have the ability to manage 

learning. 
4.60 0.54 

Highest 

4. Feedback  

1. Reporting results 4.60 0.43 Highest 

2. Improvements, corrections, and 

developments 
4.80 0.44 

Highest 

   

 From Table 1 , it was found that the appropriateness of the components of the teacher development system 

in learning management according to the concept of education 4 . 0  with the professional learning community 

process in secondary schools under the Office of the Basic Education Commission was at the high and highest 

level. 

This is in line with Bertalanffy (1993) who introduced the concept of system components consist of four 

components: 1) Inputs or Receptors refers to what is required to operate a system that presents the concept of 

System. There are 4 components which are 1) Receptors, 2) Process, 3) Effectors and 4) Feedback that is processed 

in a self-defense and self-control manner to maintain system balance. Consistent with Thongnoi (2013) who 

studied the development of an effective academic administration system in elementary schools found that the 

developed academic administration system consists of 4 aspects. These are inputs, processes, outputs, and feedback 

(Uttaramart, 2011). The development of a performance appraisal system for secondary school teachers under local 

administrative organizations. The performance appraisal system of secondary school teachers under the local 

administrative organization consists of four aspects: inputs, processes, outputs, and feedback (Boonmak, 2015). 

Teacher development system in the field of school learning management to expand educational opportunities 

consists of four aspects: input, process, output, feedback (Phu-aram, 2017; Thongsuk et.al., 2020).  

 

4. CONCLUSION  

Components for teacher development in learning management according to the concept of education 4.0 

with the professional learning community process found that the experts gave useful advice, in which the 

researcher took the recommendations and analyzed them into 4 main components, 13 sub-components that is 

consistent. Teacher development in learning management according to the educational model 4.0 with a 

professional learning community process in secondary schools, under the Office of the Basic Education 

Commission, there are 4 main components, 13 subcomponents. 

 

5. ACKNOWLEDGEMENT 

I would like to thank all the teachers and experts who have kindly considered the quality of research tools. 

Please be interviewed. Assessment confirms the composition. assess suitability possibility and the benefits of 

development of teacher development system in learning management Based on education 4.0 concept with 

professional learning community process in secondary school under the Office of the Basic Education Commission 

I would like to thank the school administrators and teachers for being a sample group for answering the exam and 

providing useful information until it was successful. I would like to thank all those who sponsored and promoted 

the scholarship for education. Value and benefits of this thesis The researcher would like to pay homage to his 

father, mother, burapha teachers, as well as all benefactors. 

 

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