The States of School – Base Management under the Ubon Ratchathani Primary Education Service Area Office 5

Abstract

This research aimed 1) to study the state of school-based management of the primary schools affiliated to the Ubon Ratchathani Primary Education Service Area Office 5, 2) to compare the school-based management as classified by positions and school sizes and 3) to examine the problems and recommendations on the school-based management.  A total of 262 subjects were school administrators, basic education committee, teachers’ representatives and chair persons of the educational institute committee. The research instrument was the questionnaire having 60 multiple-choice items with the reliability of 0.87, and 4 open-ended items. Statistics used in data analysis were mean, percentage, standard deviation, t-test and F-test.

                 The research findings were as follows.

1. 1. The school-based management of the schools attached to the Ubon Ratchathani Primary Education Service Area Office 5 in overall was at a high level.


2. 2. The comparison of the school-based management revealed that the committee members who held different positions and worked at different sized schools did not perceived the states of school-based management differently.

            3. The problems and recommendations on the school-based management were as follows. On authority distribution, as the school administrators solely enjoyed the administrative authority, the education committee should be authorized to carry out their tasks instead. On participation: a majority of the personnel were not courageous enough to voice their views; the schools should encourage them to participate and express their opinions as much as they could. On autonomy:  the schools lacked independence in the administration; they should be authorized to administer independently; the Office of the Primary Education Service Area should only supervise, follow up, and monitor the management and operation of the schools. On check and balance:  the schools had to allow the communities to participate in monitoring and supervising the implementation of the plans; the communities should be allowed to take part in supervising and following up the plan implementation by the schools concerned.