The Development of a School Administration Model Based on the Royal Educational Policy of His Majesty King Rama X Using the SANTOR Model to Enhance Teachers’ Competencies for Improving Student Quality at Watyaibanbor (BanborratsadonBamrung) School

Abstract

Background and Aims: This research aimed to develop a school administration model by integrating the Royal Educational Policy of His Majesty King Rama X through the SANTOR Model to enhance teachers’ competencies and improve student quality. The specific objectives were (1) to examine the desirable conditions, current conditions, and priority needs of school administration; (2) to construct and develop a school administration model; (3) to investigate the outcomes of implementing the developed model; and (4) to evaluate the effectiveness of the school administration model.

Methodology: The research was conducted in four phases. Phase 1 focused on examining the desirable conditions, current conditions, and priority needs through interviews with 11 key informants and questionnaires administered to 49 respondents. Phase 2 involved constructing and developing the model, which was evaluated by seven experts in terms of accuracy, appropriateness, feasibility, and usefulness. Phase 3 examined the outcomes of implementing the model among a target group of 35 teachers and 518 students. Phase 4 evaluated the effectiveness of the model using data collected from 33 teachers and 545 students.

Results: The results indicated that in Phase 1, the desirable conditions of school administration were at the highest level (μ = 4.70, σ = 0.52), while the current conditions were at a high level (μ = 3.67, σ = 0.56). All components demonstrated priority needs for development. In Phase 2, the developed school administration model consisted of five components: (1) principles of the model, (2) objectives of the model, (3) development processes, (4) measurement and evaluation, and (5) success factors. In Phase 3, the implementation results showed that: (1) teachers’ knowledge and understanding of the Royal Educational Policy significantly increased at the .05 level (t = 15.83, p < .05); (2) teachers’ instructional management competency was at a good level (μ = 4.08, σ = 0.74); (3) student quality in the academic year 2023 (87.30) was higher than in 2022 (84.83); (4) teachers and basic education school board members reported the highest level of satisfaction with the administration model (μ = 4.63, σ = 0.60); and (5) students’ satisfaction with learning management, projects, and activities was at a high level (μ = 4.45, σ = 0.69). In Phase 4, the evaluation results revealed that: (1) teachers’ knowledge and understanding of the Royal Educational Policy significantly increased at the .05 level (t = 12.14, p < .05); (2) teachers’ instructional management competency was at a very high level (μ = 4.71, σ = 0.45); (3) student quality in the academic year 2024 (90.50) was higher than in 2023 (87.30) and 2022 (84.83); (4) teachers and basic education school board members expressed the highest level of satisfaction with the model (μ = 4.77, σ = 0.48); and (5) students’ satisfaction with learning management, projects, and activities reached the highest level (μ = 4.62, σ = 0.56).

Conclusion: The school administration model based on the Royal Educational Policy through the SANTOR Model is appropriate, practical, and applicable in real school contexts. The model consists of six integrated components: Strategic Planning (S), Action (A), Networking (N), Tracking and Assessment (T), Outreach to the community and networks (O), and Result-Based Improvement (R). The implementation of the SANTOR Model leads to enhanced teachers' instructional competencies, improved student quality, and the highest level of satisfaction among stakeholders. These findings indicate that the model effectively supports sustainable school development and aligns with national educational policy directions.