DEVELOPMENT OF PARTICIPATIVE ADMINISTRATION MODEL TO ENCOURAGE ACTIVE LEARNING IN SCHOOLS UNDER LOEI PRIMARY EDUCATIONAL SERVICE AREA OFFICES

Abstract

The objectives of this research were: 1) To study the priority needs for participatory administration promoting active learning management; 2) To develop a model of participatory administration; and 3) To evaluate the trial of a participatory administrative model enhancing active learning management in schools under the Loei Primary Educational Service Area Offices. A research and development methodology was used and divided into three phases. In the first phase, priority needs were studied. The data were collected from a sample group of 335 teachers, assistant teachers, and government employees using a 5-point Likert scale questionnaire. The sample was randomly selected using a table by Krejcie and Morgan, along with in-depth interviews with 18 administrators and teachers. In the second phase, the model was developed through group discussions with experts during both the drafting and confirmation stages of the model. The five experts were also used to evaluate the model's appropriateness, consistency, feasibility, and utility. In the third phase, the results of the model's trial were evaluated by practitioners using group discussions. The quantitative data were analyzed using percentage, mean, standard deviation, and the PNI_modified index. The qualitative data were analyzed through content analysis and descriptive discussion. The research findings were as follows: 1) It was found that supporting proactive communication (PNI_modified = .49908) was the most essential need. 2) The developed model was called the CAMPSD-Process Model. It was a systemic model composed of five components: 2.1) Input; 2.2) A process called the CAMPSD Process; 2.3) output; and 2.4) feedback. 3) The results of the model's trial revealed that administrators had a good level of knowledge and understanding in promoting active learning management. Teachers were satisfied, had successful work outcomes, and were able to effectively develop their students.