COOPERATIVE SCHOOL DEVELOPMENT MODEL TO DEVELOP INTO SCHOOL HEALTH COOPERATIVE SCHOOL DEVELOPMENT MODEL TO DEVELOP INTO SCHOOL HEALTH

Abstract

The purposes of this research were to: 1. to create a participatory school development model, 2. to implement and examine the outcomes of applying the model, and 3. to evaluate the effectiveness of the model's implementation. The research process consists of 3 phases: Phase 1: Creating a participatory school development model There are methods of operation, including study, analysis, synthesis, documents, concepts, theories, and research. related Creating a Participatory School Development Model The group of information providers includes 13 teachers and educational personnel, 12 basic education institution committee members and advisory committee members, and 12 parent representatives and 12 student representatives (Grade 3-6), a total of 49 people, and evaluation of the format by stakeholders. The group of information providers includes 25 stakeholders. Qualitative data analysis uses content analysis. Quantitative data analysis using ready-made programs Phase 2: Applying the format according to Kemmis and McTakgart's operating cycle in 4 steps: planning, following the plan, observing results, and reflecting results. The target group includes 13 teachers and educational personnel, 7 basic education institution committee members, and 193 students, totaling 213 people. Data analysis using the program Ready-made and Phase 3: Evaluation of the implementation of the model. The sample group included 123 stakeholders, and data analysis using ready-made programs. The research findings are as follows: 1. The participatory school development model for transforming schools into health-promoting institutions comprises four key strategies: (1) teacher capacity development, (2) building trust, (3) enhancing learning processes, and (4) fostering partnerships. 2. The implementation of the participatory school development model involved 14 projects. The results of the first implementation cycle showed that all 14 projects achieved an overall high level of success. In the second cycle, the average scores increased, reaching high levels across all projects. 3. A comparative evaluation of the health-promoting school initiatives revealed that: (1) student well-being improved significantly in the academic year 2018 compared to 2017 across all indicators, and (2) the overall performance scores of the health-promoting schools across four key areas were higher in 2018 than in 2017.