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All Journal International Journal of Evaluation and Research in Education (IJERE)
Hareesol Khun-Inkeeree
Prince of Songkla University
Education

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Understanding new approaches to professional learning community practice and secondary school teacher motivation Hareesol Khun-Inkeeree; Muhammad Dzahir Kasa; Fatimah Noor Rashidah Mohd Sofian; Wan Rosni Wan Yakob
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 2: June 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i2.23644

Abstract

This study was determining the link between professional learning community (PLC) practice and teacher motivation in secondary schools in the Jeli District, Malaysia. The cross-sectional research method was chosen, and the research instrument were the Professional Learning Community Assessment-Revised (PLCA-R) and the Assessment of Teacher Motivation Questionnaire (ATMQ). The sample were used 171 from a population of 306 individuals. The Statistical Package for Social Science (SPSS) version 26.0 was used to analyze the study data. The result demonstrated that instructors in remote regions are working hard to guarantee that the professional learning community program is beneficial to them while also increasing their teaching motivation. The study’s implications have demonstrated the importance of cultivating the practice of professional learning communities in schools. Thus, the school can make continuous improvements to improve student performance as well as be a catalyst to motivate teachers to work harder to improve the quality of teaching and learning.
Contextualizing early childhood literacy: lessons from Thailand’s nationwide reading initiative Hareesol Khun-Inkeeree; Sarinda Puti
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.32952

Abstract

This study critically evaluates a three-book welfare initiative aimed at enhancing early childhood literacy across diverse regions in Thailand, addressing a gap in the literature concerning region-specific variations in program effectiveness. Utilizing a quantitative methodology, the study surveyed all 642 parents and caregivers of children aged 0-6 years across four regions, applying Bronfenbrenner’s ecological theory to assess changes in reading behaviors and family involvement pre- and post-intervention. Results showed a positive impact on reading habits and family engagement, yet revealed significant regional disparities, highlighting the influence of local socioeconomic and cultural factors on program outcomes. These findings emphasize the need for context-sensitive literacy programs tailored to the unique conditions of different regions to maximize effectiveness and reduce educational inequalities. The study concludes that while the welfare initiative shows promise, its varied impact suggests that more adaptable, region-specific interventions are necessary, and future research should incorporate longitudinal and qualitative analyses for a deeper understanding of early childhood literacy dynamics.
Co-Authors Fatimah Noor Rashidah Mohd Sofian Muhammad Dzahir Kasa Sarinda Puti Wan Rosni Wan Yakob