THE DEVELOPMENT OF A SCHOOL MANAGEMENT MODEL TO ENHANCE LEARNER QUALITY IN THE 21ST CENTURY THROUGH ACTIVE LEARNING AT PRAYAPASERTSUNTRASAI (KRAJANG SINGHASANEE) SCHOOL

Abstract

This research aimed to: 1) examine the conditions, problems, and needs in school management for enhancing learner quality in the 21st century through Active Learning at Prayapasertsuntrasai (Krajang Singhasanee) School; 2) synthesize the components of school management; 3) construct and develop a school management model; 4) implement the developed model on a trial basis; and 5) evaluate the model after its actual implementation. This study employed a mixed methods research design. The sample consisted of 360 participants, including school administrators, teachers, members of the Basic Education School Committee, parents, and students. The research instruments included a document analysis form, questionnaires, interview forms, model evaluation forms, and satisfaction evaluation forms. Data were analyzed using percentage, mean, and standard deviation.

The research findings revealed that: 1) school management was systematic at the policy level; however, problems remained in terms of continuity in translating policy into practice, Active Learning implementation, measurement and evaluation, and teacher capacity. The key needs were participatory policy development, support systems, and systematic monitoring and evaluation mechanisms; 2) the school management components consisted of six aspects: policy formulation, curriculum management, Active Learning management, personnel development, resource and environment development, and participatory management; 3) the developed model was systematically interconnected and aligned with the school context; 4) the overall result of the trial implementation of the model was at a high level and generated empirical outcomes at the levels of students, teachers, administrators, and the school; and 5) the evaluation result after actual implementation was at the highest level. Learners showed statistically significant improvement at the .05 level in academic achievement, desirable characteristics, and 21st-century skills. In addition, stakeholders’ satisfaction with the model was at the highest level.