GUIDELINES FOR THE IMPLEMENTING DISTANCE LEARNING VIA SATELLITE (DLTV) BASED ON THE FOUR IDDHIPĀDA OF SMALL SCHOOLS UNDER THE NAKHONSAWAN PRIMARY EDUCATIONAL SERVICE AREA OFFICE, AREA 1

Abstract

The objectives of this research article were: 1) to study the current situation of the implementing distance learning via satellite (DLTV) of small schools under the Nakhonsawan Primary Educational Service Area Office, Area 1, and 2) to propose management guidelines for the implementing distance learning via satellite (DLTV) based on the Four Iddhipāda of small schools under the Nakhonsawan Primary Educational Service Area Office, Area 1. This research was a mixed-method research: 1) Quantitative research using a questionnaire with a sample group of 226 school administrators and teachers in schools under the Office of the Primary Educational Service Area 1, Nakhon Sawan. The research instrument was a 5-level rating questionnaire with a reliability of 0.93. Data were analyzed using basic statistics, including frequency, percentage, mean, and standard deviation. 2) Qualitative research by interviewing 9 key informants. The research instrument was a semi-structured interview form. Data were analyzed using content analysis.

The research found that: 1) The current state of the implementing distance learning via satellite (DLTV) of small schools under the Nakhonsawan Primary Educational Service Area Office, Area 1 was found to be as follows: 1) Overall, it was at a high level. When examining specific aspects, the highest average score was in teaching and learning support, followed by implementation of instructional policy. The lowest average score was in provision of materials and equipment. 2) The guidelines for the implementing distance learning via satellite (DLTV) based on the Four Iddhipāda of small schools under the Nakhonsawan Primary Educational Service Area Office, Area 1 were as follows: (1) Equipment Procurement: School administrators should demonstrate determination and commitment in acquiring high-quality signal receivers and satellite dishes. They should research information about these devices from reliable sources. Additionally, proper maintenance and regular evaluation of the performance of the procured equipment should be conducted. (2) Learning Environment Arrangement: School administrators should inspect the safety of the equipment both before and after installation to prevent falling, detachment, or damage. The installation area should be appropriately designated. They should show genuine commitment to creating a safe and suitable learning environment, and they should research and select equipment that meets standards and has certified safety approval. (3) Support for Teaching and Learning: School administrators should clearly define the roles and responsibilities of involved personnel. They should analyze and assess the capabilities of personnel before assigning responsibilities. Additionally, administrators should select teachers or personnel who are interested in technology and hold a positive attitude toward satellite-based teaching and learning. (4) Implementation of Teaching and Learning Policies: School administrators should analyze the data obtained from project implementation to identify strengths and areas for improvement, using the outcomes of the satellite-based distance learning as a basis for evaluation. They should pay close attention to monitoring and improving various operations, and recognize the importance of reviewing and analyzing data gathered from the project's implementation. (5) Teacher and Staff Development: School administrators should use the results of teacher and staff development evaluations to analyze and improve teaching effectiveness. Administrators and teachers should make continuous efforts to improve and develop themselves. Additionally, school administrators should install a sense of love and faith in the profession among teachers and staff, and (6) Internal Supervision: School administrators should carefully analyze the results of internal supervision and use the data from the supervision to plan for the development of teaching and learning. They should establish systematic and continuous supervision policies and plans. Additionally, school administrators should encourage teachers and staff to recognize the value of supervision and self-development.