DEVELOPMENT OF AN ORGANIZATIONAL MANAGEMENT MODEL TO ENHANCE THE EFFECTIVENESS OF INTERNAL QUALITY ASSURANCE MANAGEMENT IN SCHOOLS UNDER CHIANG MAI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 4

Abstract

This research aimed to: 1) Synthesize, verify, and confirm the components and related factors, and investigate development approaches and problems affecting organizational management; 2) Develop and validate an organizational management model; 3) Implement the developed model; and 4) Evaluate the organizational management model. The research employed a research and development (R&D) design using mixed-methods research and was conducted in four phases corresponding to the research objectives. The informants consisted of educational administrators, educational supervisors, experts, school administrators, and teachers. The research instruments included interview protocols, focus group discussion guidelines, questionnaires, and a model evaluation form. Data were analyzed using percentage, mean, standard deviation, and content analysis. The findings revealed that: 1) Organizational management consisted of three components: inputs, management processes, and achievement outcomes. The input component comprised four aspects: physical resources, personnel, processes, and supporting networks. The management process consisted of five steps: goal setting, indicator setting, design and development, evaluation and improvement, and reporting; 2) The developed model consisted of seven components: principles, objectives, inputs, management processes, achievement outcomes, measurement and evaluation, and success conditions. The model demonstrated 100% accuracy and appropriateness; 3) The implementation of the model indicated that schools operated systematically and collaboratively, resulting in educational achievement among 66 early childhood education schools and 76 basic education schools at the excellent to outstanding levels. The proportion of schools at the outstanding level increased from the 2024 baseline of 32.16% to 55.05% for early childhood education and from 29.41% to 45.17% for basic education; and 4) The evaluation of the model indicated that its feasibility was at the highest level ( = 4.83, = 0.38), and its usefulness was also at the highest level ( = 4.76, = 0.43).