The Evaluation of Internal Quality Assurance Project in Chauatkrengthamwittaya School under The Secondary Educational Service Area Office Nakhon Si Thammarat

Abstract

            This research aimed to: 1) evaluate the context of the Quality Assurance Project at Chauatkhrengthamwittaya School under the Secondary Educational Service Area Office Nakhon Si Thammarat 2) evaluate the input factors of the project 3) evaluate the process of the project; and 4) evaluate the product outcomes of the project. The sample group consisted of 181 participants, including school administrators, teachers, school board members, students, and parents. The research instruments included rating-scale questionnaires and structured interviews. Quantitative data were analyzed using descriptive statistics, including percentage, mean, and standard deviation, while qualitative data were analyzed through content analysis.

            The research results were found as follows:- 1) Context: Overall opinions were at the highest level. The necessity of the project had the highest mean, while expectations toward the project had the lowest mean. Qualitative findings indicated that the project plays a significant role in enhancing educational standards in accordance with policy and external evaluation. 2) Input: Overall opinions were at the highest level. Personnel had the highest mean, whereas budget had the lowest mean. Qualitative findings showed that the school effectively and transparently managed its resources and received strong support from the community. 3) Process: Overall opinions were at the highest level. Planning had the highest mean, while operational procedures had the lowest mean. Qualitative findings indicated that the implementation followed the PDCA cycle systematically, with continuous monitoring and opportunities for stakeholder participation. 4) Product: Overall opinions were at the highest level. Cooperation from parents and the community had the highest mean, while student quality had the lowest mean. Qualitative findings revealed that the project contributed to students’ development in both academic achievement and desirable characteristics, promoted instructional innovation among teachers, and increased the school’s credibility and acceptance within the community.