The Management Model of Internal Quality Assurance in Opportunity Expansion Schools under Roi Et Primary Educational Service Office
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Abstract
The research article consisted of the following objectives: 1) to investigate problems of the management model of internal quality assurance in opportunity expansion schools, Roi Et Province; 2) to create the management model of internal quality assurance in opportunity expansion schools, Roi Et Province; and 3) to assess the accuracy, propriety, and feasibility of the management model of internal quality assurance in opportunity expansion schools, Roi Et Province. The study employed a quantitative research method. The population includes school administrators as well as those in charge of internal quality assurance management in opportunity expansion schools of Roi Et Province. Multi-stage sampling was used to choose a sample group of 146 persons based on educational areas and school size. A questionnaire with a reliability of.979 and an interview form were used to collect data. The statistics used were percentage, mean, standard deviation, and content analysis.
From the study, it is found that 1) The management conditions of internal quality assurance in opportunity expansion schools in Roi Et Province are overall at a high level ( = 3.91, S.D. = .633). When each aspect is examined, it is discovered that all aspects were at a high level, with the provision of continuous education quality development having the highest mean, followed by identification of school education standards and the operation according to the educational management plan of schools, respectively; 2) The management model of internal quality assurance consists of 8 components that are related and connected, namely (1) defining education standards, (2) developing a school educational management plan aimed at quality according to educational standards, (3) organizing management and information systems, (4) operating in accordance with educational management plans, (5) monitoring and assessing the quality of education, (6) performing internal quality assurance based on educational standards, (7) providing internal quality assurance annual reports, and (8) providing continuous education quality development; 3) The management model of internal quality assurance is found to be of accuracy, propriety, and feasibility at a high level (
= 4.03, S.D. = .527).
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