GUIDELINES FOR SCHOOL ADMINISTRATION TO DEVELOP STUDENTS’ LITERACY IN ACCORDANCE WITH THE ‎PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT (PISA) FRAMEWORK IN EDUCATIONAL OPPORTUNITY ‎EXPANSION SCHOOLS UNDER KAMPHAENG PHET PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Abstract

The purposes of this research were: 1) to study the state and problems of school administration for developing students’ literacy in accordance with the PISA framework; 2) to compare the state of school administration classified by educational level, work experience, and teaching in the field of specialization; 3) to identify guidelines for school administration; and 4) to evaluate the guidelines for school administration for developing students’ literacy in educational opportunity expansion schools under Kamphaeng Phet Primary Educational Service Area Office 1. The research was conducted in three phases. Phase 1 examined the state and problems with a sample of 252 school administrators and teachers selected through proportional stratified random sampling, using a five-point rating-scale questionnaire. Phase 2 identified guidelines through a focus group of 10 experts. Phase 3 evaluated the guidelines with 15 administrators, teachers, and stakeholders. Data were analyzed using frequency, percentage, mean, standard deviation, t-test, F-test, and content analysis.

The findings revealed that: 1) the overall state of school administration for developing students’ literacy was at a high level, while the major problems were the lack of a clear competency-assessment system aligned with the PISA framework, teachers’ limitations in designing learning activities and using instructional media and technology, and the unsystematic and discontinuous teacher development and supervision; 2) the comparison classified by educational level and teaching in the field of specialization showed no overall difference, whereas the comparison by work experience showed a statistically significant difference at the .05 level; 3) the guidelines obtained from the focus group comprised four dimensions, namely student competency assessment, literacy development under the PISA framework, teacher and personnel development, and management and resource support, which the researcher synthesized into the SPDCAR process consisting of Survey, Plan, Do, Check, Act, and Reflection; and 4) the evaluation of the guidelines, both overall and in each dimension, indicated appropriateness and feasibility at a high to highest level, demonstrating that the developed guidelines can be practically applied and are consistent with the context of educational opportunity expansion schools.