Search

The study aimed to 1) study the current condition, desirable condition and necessity of developing of learning organization guidelines for extended opportunity schools under Khon Kaen primary educational service area office 5 and 2) to develop guidelines of learning organization for Extended Opportunity Schools under Khon Kaen Primary Educational Service Area Office 5. The study was conducted in 2 phases: phase 1, the current condition and desirable condition were studied from 341 school directors and teachers as the sample group in extended opportunity schools under Khon Kaen primary educational service area office 5 in academic year 2020 using questionnaires as research instrument. During phase 2, the guidelines of learning organization in extended opportunity schools under Khon Kaen primary educational service area office 5 were developed by the school directors with best practices using interview as research instrument and were assessed by 5 experts. The findings show that 1) the current condition of developing of learning organization guidelines for extended opportunity schools under Khon Kaen primary educational service area office 5 overall is at high level, the desirable condition is very high 2) The guidelines of learning organization for extended opportunity schools under Khon Kaen primary educational service area office 5 with prior necessity are technology utilization 6 guidelines, system thinking 6 guidelines, mental model 6 guidelines, personal mastery 6 guidelines, shared vision 5 guidelines and team learning 5 guidelines, respectively.

This research aimed to: 1) investigate the components of the high performance organization systems, 2) study the current state and desirable state of management of primary schools, 3) develop the high performance organization systems, and 4) study the result of high performance organization systems test. The research was conducted associated with 4 phases. The first was to investigate the components of the high performance organization systems and assessment. There were 7 respondents to provide the information. The second phase was studied current situation and desirable situation of the management of primary schools. Groups of the study were 1,125 persons from 375 schools selected by two-stage random sampling method. The third phase was created the management of primary schools and investigate suitability and possibility of the systems by 9 respondents. The fourth phase was to test the management of primary schools and assessment by administrator and teachers of the sample school. The study were found: 1) the components of the high performance organization systems include 4 components 14 sub components. 2) the current state of management of primary schools at moderate level and the desirable of management of primary schools at high level. 3) the high performance organization systems include include 4 components 16 sub components, the first was input factor with 4 sub components include administrator leadership, teacher and personnel, student, and the conducive to learning environment. The second was process factor with 6 sub components include restructuring, shared vision, communication to create understanding, team work learning, focus on learners, and commitment to excellence. The third was output factor with 4 sub components include. The structure of the organization is flexible and flexible. Learners have higher academic achievement than previous years. Teachers, staff and stakeholders Satisfied with the school management system. And schools are famous for their popularity and acceptance of the community. The fourth was feedback factor with 2 sub components include the reporting and improvement. 4) the result of high performance organization systems test were at high and highest level. The result of focus group founded: after use the high performance organization systems was improved all of the management of primary school and the administrator teachers and personnel were satisfied to the high performance organization systems all at high level.

The purposes of this research were: 1) to study the components and indicators of enhancing teamwork competency for educational personnel under the Office of Secondary Educational Service Area in the Northeast, 2) to investigate the present condition and desirable condition of enhancing teamwork competency for educational personnel under the Office of Secondary Educational Service Area in the Northeast, and 3) to develop the program of enhancing teamwork competency for educational personnel under the Office of Secondary Educational Service Area in the Northeast. The research was a research and development. The procedures consisted of three phases: phase 1: The factors and indicators of enhancing teamwork competency for educational personnel were evaluated by 7 experts ; selected by purposive sampling. The instrument used was an evaluation form. phase 2: The research was carried out with 268 educational personnel under the Office of Secondary Educational Service Area in the Northeast, who were obtained by Krejcie and Morgan’s table (1970) and by purposive sampling. The instrument was the questionnaire. And phase 3: The 5 experts who were selected by purposive sampling, evaluated the appropriateness and the possibility of the program of enhancing teamwork competency for educational personnel. The instrument used was an evaluation form. The statistics used for analyzing the data were IOC: index of item objective congruence, percentage, mean, standard deviation, Correlation coefficient of Pearson, alpha-coefficient of Cronbach and (PNImodified) of needs assessment. The findings found as follows: 1. The component and indicators of enhancing teamwork competency consisted of 5 components and 11 indicators such as component 1. Team’s goals with three indicators: 1) defining target, 2) defining policy, 3) defining indicator. Component 2. Roles of leadership and follower with two indicators: 1) respect for others, 2) teamwork skills. Component 3. Understanding and team relationship with two indicators: 1) acceptance, 2) unity. component 4. Division of responsibilities with two indicators: 1) defining a clear scope of work, 2) assigning a task. And component 5. Enhancing the strength of teamwork with two indicators: 1) relationships, 2) morale 2. The present condition of enhancing teamwork competency for educational personnel under the Office of Secondary Educational Service Area in the Northeast revealed that the current condition as a whole was in‘moderate’ level. And the desirable condition as a whole of enhancing teamwork competency was in ‘very much’ level. 3. The program of enhancing teamwork competency for educational personnel consisted of introduction, the principle and rationale, objectives, trainees, duration, structure, content area, developing method, aids/materials, measurement and assessment. And the program of enhancing teamwork competency for educational personnel under the Office of Secondary Educational Service Area in the Northeast demonstrated that the appropriateness as a whole was in ‘very much’ level. And the possibility was in ‘much’ level.

This purposes of this research were to study 1) the Factors affected learning organization of Mahasarakham University 2) the Learning organization of Mahasarakham University 3) the relationship between factors Affected and Learning Organization of Mahasarakham University and 4) the Prediction from equation regression of learning organization of Mahasarakham University. The sample in this research consisted of 347 academic staff and academic supporting staff at Mahasarakham University. The stratified random sampling technique by Stratified Random Sampling. The research instrument used for collecting data was a rating scale questionnaire, discrimination ranging from 0.32 to 0.78 and reliability of 0.94 The statistics used included percentage, mean, standard deviation, Pearson product moment correlation and stepwise multiple regression analysis. The results of the research were as follows: 1. The Factors affected learning organization of Mahasarakham University consisted a) the knowledge management of Mahasarakham at high level. b) the organizational climate of Mahasarakham at high level. And c) the management of Mahasarakham at moderate level. 2. The learning organization of Mahasarakham University at high level. 3. The variable factors were associated with learning organization of Mahasarakham University were statistically significant at the .01 4. The prediction Factors Affecting the Learning Organization of Mahasarakham University was shown in the following regression equation ; Row Score regression equation Ý = .781 + .608 X1 + .191 X2 Standard Score regression equation ŹY = .623 Z1 + .218 Z2

The objective of this research is to develop a program for enhancing ideal desirable characteristic of basic school administrators. An in-depth interview was done with experts. The opinions of school administrators, assistant school administrators, and teachers as the chiefs of academic work were found out. A total of 330 persons participated in this work. Questionnaire was used as instrument for collecting data from schools as well as Focus Group Discussion of the educational scholars. The experts were asked to evaluate the program. The program was tried out with the samples including 30 school administrators. The statistic used in this research included mean, standard deviation, Cronbach’s Correlation Coefficient, Pearson Correlation Coefficient, the Priority Need Indicator (PNI Modified), and Independent t-test. The research implementation findings showed that the program for enhancing the ideal desirable characteristic of basic school administrators in Thailand consisted of 4 major factors: 1) Stewardship, 2) Empathy, 3) Building learning community, and 4) Foresight. In addition, the program used for enhancing the ideal desirable characteristic of basic school administrators showed that the participants had higher ideal desirable characteristic before development at .01 significant level. Moreover, they were able to organize their school management efficiently. Key words: Desirable characteristic, ideal desirable characteristic, program, basic school administrators.

Internal supervision in the school is currently experiencing various problems. Supervision preparation problems are related to: lacking of supervision plan, lacking of holistic and systematic planning, and lacking of analysis in current conditions or requirements. While supervision operational problems are included: lacking of supervision cooperation, lacking of knowledgeable and skillful supervisors, and lacking of feedback to supervisees. Problems in evaluation are included: lacking of ongoing supervision and monitoring in a systematically and continually manner. Whereas, supervision is t continuation of a system based on the participation of all parties involved. This is a procedure in management of academic for controlling quality in education.The research aimed 1) to study the components of the team-based internal supervision system for the primary schools under the Office of the Basic Education Commission, 2) to examine the current states and desirable characteristics of the team-based internal supervision system, 3) to develop the team-based internal supervision system, and 4) to evaluate the use of the team-based internal supervision system for the primary schools under this study. The research and development process was divided into four stages: 1) System study and analysis: it was concerned with studying and analyzing the components evaluated by the experts; current states and desirable characteristics were studied from 380 primary schools. 2) System design and development: in this stage data obtained in the first stage were used to design and develop the team-based internal supervision system; three experts evaluated the system. 3) System application: the system was experimentally used in two primary schools which were different in size; the tool used was a handbook on a system. 4) System evaluation: it was a summarization of the results of the system use. Statistics used in data analysis were percentage, mean, standard deviation, and PNI Modified.The research found that the team-based internal supervision system for the primary schools under the Office of the Basic Education Commission was composed of 4 main and 17 sub-components. Input consisted of 6 sub-components, process consisted of 6 sub-components, output and outcome had 3 sub-components, feedback consisted of 2 sub-components. The current conditions of supervision in elementary schools under the Office of Basic Education Commission, had to perform internal supervision at a moderate level. The desirable conditions of the team-based supervision were at most desirable level. There were six sub-systems have been developed. Following the use of the system, it was found that the supervision team gained an increased knowledge and ability in the internal supervision. All of the teachers of the two primary schools in the study acquired a better knowledge on the system. They also were better equipped with an ability to organize the instructional process more effectively than before. They had a better teaching behavior as well.

This research aimed to 1) study principles, attributes and skills needed for secondary school administrators, 2) investigate current situations, desirable conditions and needs for strategic secondary school administrators, 3) develop a strategic secondary school administrator enhancement program, and 4) explore the efficiency level of the strategic secondary school administrator enhancement program by using the developmental research process. Sampling and data collection were as follows: step one, collect data from the relevant literature, publications, online research and academic databases regarding leadership and strategic leadership. Moreover, in-depth interviews were conducted with 7 informants while the elements of strategic leadership were verified by 7 experts. Step 2, 369 directors, deputy directors and heads of the planning programs were consulted for studying current conditions of strategic leadership and needs in development of a strategic secondary school administrator enhancement program. Step 3 required 7 experts to evaluate and comment on the program. Step 4 required a group of 15 directors from 4 schools under the Office of Secondary Schools Services Area Zone 30 for efficiency assessment. Research instruments were an interview form, a questionnaire, and an evaluation form. Statistics used in data analysis and verification were percent, means, standard deviation, Modified Priority Needs Index (PNImodified) and Independent t-test. The research results showed that the strategic leadership for secondary school administrators’ enhancement program consisted of 3 modules as module 1 principles of strategic leadership, module 2 strategic leadership attributes and module 3 strategic leadership skills. The application of the program showed that the participants receiving the development for the secondary school administrators’ enhancement program had higher strategic leadership after the development than before, and managed the school more efficiently.