An Administrative Model for Enhancing High-Performance Learning Management in Schools under the Narathiwat Primary Educational Service Area Office 2
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Abstract
This study aimed to: (1) examine the conditions of highly effective learning management in schools under the Narathiwat Primary Educational Service Area Office 2; (2) develop an administrative model to promote highly effective learning management; and (3) investigate the results of implementing the model. A mixed-methods research design was employed. The sample consisted of 468 school administrators and teachers, selected through purposive sampling. Five types of research instruments were utilized: a questionnaire, a model implementation manual, a student learning outcome assessment form, a classroom observation form, and an instructional leadership assessment form. Quantitative data were analyzed using percentage, mean, standard deviation, and t-test, while qualitative data were analyzed through content analysis and descriptive interpretation.
The findings revealed that: (1) the overall condition of highly effective learning management was at a moderate level ( =3.41, S.D. = 0.90); (2) the developed administrative model comprised four components: (a) inputs, (b) processes with five steps—communicating and raising awareness, setting shared goals, designing instructional approaches, monitoring and evaluation, and establishing professional learning communities, (c) outputs, and (d) success factors; and (3) the implementation of the model demonstrated that students’ learning outcomes in values were at the highest level (= 4.58, S.D. = 0.70). More than 95% achieved a high level in morality, over 85% reached improvement in skills, and more than 70% obtained knowledge levels at or above level 3. Teachers’ ability to manage learning improved significantly at the .01 level compared to before the model implementation. Likewise, the instructional leadership of school administrators significantly increased at the .01 level.
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