The 21st century skills are important matters in education management in the upcoming era, and they need cooperation among stakeholders of an educational context to be developed. The purpose of the study is to study teacher perceptions toward professional learning community (PLC) in developing 21st century skills of students in Thailand. The samples were 1154 teachers from 376 schools in 17 provinces selected by a purposive sampling method in Thailand. The instruments were a professional learning community activity among teaching staff in the school and a questionnaire for teachers’ perception of the method. The data were analyzed using percentages, mean scores, and standard deviation. The results of the study indicate that the perception of teachers on students’ 21st century skills after the PLC was at a high level (x̄ = 4.30) and higher than before the PLC which was at an average level (x̄ = 3.15). The results of the study could be summarized to indicate the positive perception of teachers in using the professional learning community as a school managerial method in developing skills and morality of the 21st century. It could also be concluded that collaboration and idea-sharing among teaching staff and administrators were the keys to success. Therefore, the results of the study could be implicated in school management that aims to develop students’ 21st century skills.

Education by participation for sustainable development is actually education for the development of all and all for the development of education. This requires that everyone gets involved in education, realizing and recognizing the problems and needs of their local communities and, together, they jointly develop quality learning process. This research worked together with 659 schools all over Thailand as four projects during 2012-2017 through the participation process of eight steps of the participatory projects: to think, plan, decision-making, operate, take responsibilities, solve problem, monitor and assess, and appreciate success together. The model is an integrative one embracing formal, non-formal, and informal mode of education; it champions whole-community learning led by schools or education providers as well as school networks. The research found that everyone, community organization, and school networks who participated in education management with the eight steps have been successful, happy, and developed their lives, which have impacted on children, teachers, parents, communities, society, and the country as well. So it is recommended the upper echelon, development offices, and stability offices study the models and apply as development guidelines for solving problems and education mission in the overall area.