A Model Development on Sustainability of the Qualified Small Size Schools in the 3 Southern Border Provinces
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Abstract
The purpose of this research was to study the components of the model, construct and assess the model development on sustainability of the qualified small size schools in the 3 southern border provinces. This study employed a mixed-methods research design. The key informants included two groups of experts: nine individuals participated in in-depth interviews, comprised administrators or teachers in charge ofacademic affairs gained by multistage random sampling and seventeen individuals participated in a focus group discussion. The instruments used in this study consisted of a document analysis form, a semi-structured interview protocol with reliability of 0.95 and a focus group discussion log. Data analysis was conducted by categorizing the information and synthesizing common patterns to derive conclusions.
The research results revealed: 1. Five key components, (1) Benevolent leadership of school administrators (2) Holistic Instructional Management (3) Quality management systems
(4) Participatory management and (5) Promotion of local identity 2. Assessed and confirmed by the experts that the model was of appropriateness and practicality overall and in separate components, each component is critically important to the management of schools within the unique local context, contributing to the building of community trust and fostering sustainability in both educational and social dimensions.
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