An Administration Model for Basic Education Institutions under the Office of the Basic Education Commission Affecting Competency Development of Learners in the Era of Thailand 4.0
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Abstract
The research article consisted of the following objectives: 1) examining the components and the relationship of the components of the basic education administration and the competencies of learners under the Office of the Basic Education Commission; 2) constructing an administration model for basic education institutions affecting the competency development of learners in the era of Thailand 4.0; and 3) evaluating the constructed model. The technique of mixed methodology research design was employed. The sample population consisted of 123 secondary schools with international standards. The sample size was determined using the table of Krejcie and Morgan. The technique of multi-stage sampling was employed. The simple random sampling was conducted using the method of lottery. The method of purposive sampling was used to determine 492 key informants. The statistics for data analysis were percentage (%), mean (), and standard deviation (S.D.). The correlation between variables were analyzed using the linear regression analysis.
Findings are found as follow: 1. The basic education administration consisted of twenty-one components. Twelve components exhibited correlation and affected the competency development of learners in the era of Thailand 4.0. Four core components were 1) basic competencies and essential skills for learners; 2) measurement and evaluation; 3) learning resources; and (4) materials, equipment, and durable articles. Eight supporting components were (1) the school curriculum; 2) learning processes; 3) the potential of teachers and personnel in learning management; 4) measurement, analysis, and learning management; 5) individuals, local wisdom, and local wisemen; 6) land, construction, and buildings; 7) media, information technology and innovation; and 8) capital and budget. 2. The administration model for basic education Institutions affecting the competency development of the learners under study consisted of eight components: 1) the model’s name; 2) principles, basic concepts, and the historical background of the model; 3) objectives; 4) goals; 5) the characteristics of the model; 6) guidelines for the implementation of the model to develop learners’competencies; 7) measurement and evaluation and 8) factors to success. 3. All eight components of the model exhibited accuracy, propriety, feasibility, and utility at 100 percent.
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