The Model of Integrated Strategy Development of School Administration based on Buddhist Science and Creative Technology for Small-Sized Elementary Schools under the Primary Educational Service Area Office in the Northeast
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Abstract
This article aims to 1) study the management conditions of educational institutions based on Buddhist principles and creative technology in small primary schools, 2) develop an integrated strategic model for educational institution management based on Buddhist principles and creative technology for small primary schools, and 3) evaluate and certify the created model. The research followed a research and development (R&D) approach, using concepts and processes of strategic management, educational administration, Buddhist principles, and creative technology as the research framework. The research area covered small primary schools under the Office of Northeastern Primary Educational Service Area in Thailand. The sample group consisted of 400 school administrators, acting administrators, and teachers selected by stratified random sampling. The research tools used included 1) the questionnaire on the management conditions of educational institutions based on Buddhist principles and creative technology, 2) the interview form on developing integrated strategies for educational institution management based on Buddhist principles and creative technology, and 3) the evaluation of certification for the integrated strategic model for educational institution management based on Buddhist principles and creative technology. Data analysis was conducted by using frequency, percentage, mean, and standard deviation for quantitative research, and content analysis for qualitative research.
The research findings revealed that: 1. The schools required a management based on Buddhist principles and creative technology in a high overall with a PNI-modified value of 0.340.
2. The result of development of the integrated strategic model for educational institution management based on Buddhist principles and creative technology stated in 11 primary strategies, comprised of 3 strategies each: academic management, budgeting management, human resources management; and another 2 of general management.
3. The evaluation of certification for the created strategic model was found at a high level, both its appropriateness (4.45) and feasibility (4.31).
Throughout the body of knowledge of this research, provincial education authorities and relevant agencies are capable of taking advantages for planning policies aimed at developing small primary schools in the management based on integrating Buddhist principles with creative technology.
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