Model of a New Normal Classroom Management for Private Schools under the Jurisdiction of Khon Kaen Provincial Education Office
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Abstract
The research article consisted of the following objectives: 1) to explore current and desirable conditions, as well as the needs; 2) to develop the model of a new normal classroom management for private schools under the Khon Kaen Provincial Education Office; 3) to experiment the model of a new normal classroom management for private schools under the Khon Kaen Provincial Education Office; and 4) to evaluate the model of a new normal classroom management for private schools under the Khon Kaen Provincial Education Office. A stratified random sample of 298 school administrators and teachers was used to investigate current and desirable conditions. Six school administrators and teachers were chosen through purposive sampling to serve as key informants in the research of development guidelines. Key informants were nine experts who were identified through purposive sampling. The model was experimented on a group of 20 school administrators and teachers who agreed to participate in the study. The key informants for model evaluation were 30 school administrators and teachers chosen through purposive sampling. The study's tools comprised a questionnaire questioning about desirable conditions, an interview form, interview points for connoisseurship, a questionnaire inquiring about model propriety, a test, an observation form, an efficiency questionnaire, and a satisfaction survey. The statistics employed were percentages, means, standard deviations, and the priority needs index (PNI).
From the study, the following results were found: 1) The current conditions are at a high level, whereas the desirable conditions are at the highest level. The first priority needs index is the teaching and learning aspect; 2) The model consists of the following five parts namely, (1) model principles and objectives, (2) model content, (3) model development process, (4) model evaluation, and (5) conditions for success. The model is of propriety at the highest level; 3) Both the knowledge and behavioral level posttests are higher than the pretest; and 4) The propriety, utility, and satisfaction levels of the model are at the highest levels.
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