The Effects of School Development in the Kru Rak Thin Project Reinforced by the S.A.V.E. Model

Abstract

The objectives of this research were 1) compare the assessment results before and after the implementation of school development under the "Kru Rak Thin" project, supplemented by the S.A.V.E. model. 2) To compare the assessment results categorized by position, region, and school size following the implementation of school development under the "Kru Rak Thin" project, supplemented by the S.A.V.E. model The sample consisted of 249 schools participating in the "Kru Rak Thin" project using stratified random sampling methods, and three informants from each school, including a teacher, an administrator, and a reinforcement team, provided the data. Data collection was conducted using 6Q quality measure evaluation form. The data were analyzed using mean, standard deviation, and nonparametric tests such as the Wilcoxon signed rank test, Kruskal-Wallis test, and Mann-Whitney test.

The results were as follows: 1) Overall, the post-implementation scores were significantly higher than the pre-implementation scores. 2) The comparison of post-implementation scores, categorized by position, region, and school size using the S.A.V.E. Model, revealed no significant differences at the .05 level among teachers, administrators, and reinforcement team. When comparing post-implementation scores across regions using the S.A.V.E. model, significant differences were found at the .05 level. Pairwise comparisons revealed no significant difference in post-implementation scores between the Northeastern and Southern regions, while other regions differed significantly at the .05 level. Schools with 720 or more students demonstrated significantly different performance from the other size categories.