The Network Model of Cooperation in Academic Administration of Small-Sized Primary Schools under the Office of the Basic Education Commission
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Abstract
The research article aimed at presenting the network model of cooperation in the academic administration of small-sized primary schools under the Office of the Basic Education Commission. The study used for the study was mixed-methods research, which was divided into two phases: 1) The study of the existing conditions and need for the cooperation network in the academic administration of small-sized primary schools under the Office of the Basic Education Commission. The sample group included 278 school administrators and 3 schools with the best practices; and 2) The development of the network model of collaboration in the academic administration of small-sized primary schools under the Office of Basic Education Commission. The key informants included 11 experts. The research tools were a questionnaire, interview form, and assessment form. The statistics used were percentage, mean, standard deviation, and content analysis.
According to the results of the study, the existing conditions and the need for the cooperation network in the academic administration of small-sized primary school under the Office of the Basic Education Commission are at a high level overall. The highest mean is for the learning process development, followed by school curriculum development, and supervision in education, while the lowest mean is for the promotion and development of learning resources. The network model of cooperation in the academic administration of small-sized primary schools under the Office of the Basic Education Commission consists of five components, which are: 1) principles of the model, namely leader and leadership, principle of public participation, and teamwork; 2) objectives of the model, to acquire the appropriate network model of cooperation in the academic administration for small-sized elementary schools, and to serve as a guide for school administrators to adapt it to the school context; 3) methods of the model, such as school curriculum development, learning process development, supervision in education, and the promotion and development of learning resources; 4) evaluation of the model, such as evaluation of the network model of cooperation in academic administration and evaluation of satisfaction with the use of the model; and 5) conditions for success, such as school administrators and network leaders, academic leadership, and change leaders. This includes ensuring that school administrators, teachers, and personnel are involved in the operation, and that the network operates as a team with continuous supervision, follow-up, and evaluation.
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