A STUDY ON THE PROCESS OF EDUCATIONAL INSTITUTION MANAGEMENT TO BECOME A ROYAL SCHOOL: A CASE STUDY OF SCHOOLS AFFILIATED TO THE PRIMARY EDUCATION AREA OFFICE IN THE NORTHEAST REGION

Abstract

The purpose of this study was to examine the administrative processes of schools in their progression toward becoming Royal Award Schools, using case studies of schools under the Office of Primary Educational Service Areas in Northeastern Thailand. This research employed a qualitative approach. Key informants were selected through purposive sampling and consisted of three school administrators, three chairpersons of school boards, and nine teachers, totaling 15 participants. The primary research instrument was a semi-structured interview, designed across five dimensions in alignment with the study objectives. The interview protocol was validated by five experts for accuracy, content validity, and linguistic appropriateness, with each item achieving a content validity index (CVI) of 0.5 or higher. Data obtained from interviews were synthesized according to Deming’s PDCA quality management cycle.

The findings revealed that the administrative processes toward becoming Royal Award Schools, analyzed across five dimensions under the PDCA framework, were as follows: 1)Student Quality : Committees were appointed to analyze strengths and weaknesses in collaboration with stakeholders and communities, with goals set toward excellence. Integrated ICT media were developed to support teachers’ innovation and teamwork. Evaluation results were used to improve teaching and learning 2) Curriculum and Academic Affairs  Strategic leadership was exercised in curriculum development toward excellence. Comprehensive services were provided, with clear internal quality assurance mechanisms. Information systems were continuously monitored and updated to enhance management processes 3)Educational Administration and Management Administration emphasized stakeholder participation, transparency, and strong student support systems. Access to technology was regularly monitored, with immediate corrective measures and updated records 4)Learner-Centered Instruction Individual learner analysis informed proactive teaching strategies. ICT integration supported localized learning, remedial programs for struggling students, and continuous formative assessment with prompt adjustments 5)School Distinction  Ongoing development was achieved through consistent communication with parents and weekly professional learning communities (PLCs) among teachers.