THE DEVELOP OF STRATEGIC DEVELOPMENT OF ACHIEVEMENT FOR THE MEDIUM – SIZED PRIMARY SCHOOL.

Abstract

This research was conducted to develop and evaluate the strategy of achievement improvement for medium-sized schools. The research method was divided into 2 phases. The first phase was the development of achievement improvement strategy composed of 2 procedures. (1) The strategy of achievement improvement was created. In-depth interview question was used as a research tool for collecting data. Content analysis was employed to analyze the data from the interview. (2) The strategy of achievement improvement was affirmed. Five-point rating scale questionnaire was employed as a research tool sent and returned through the mail. The collected data were statistically analyzed for median andinterquartile range (IQR). The second phase was the evaluation of feasibility in strategy implementation of achievement improvement for medium-sized schools. Descriptive statistics were used to analyze data for mean ( ) and standard deviation (S.D.).
The findings revealed the following two main points:
1. The strategy of achievement improvement for medium-sized schools,consisted of 3 steps. First, analysis of current circumstances in the achievement was composed of 7 activities. Second, strategy development and implementation consisted of 5 aspects: 1) promotion of learning management for students comprising 13 activities, 2) promotion of instructional management with high quality for teachers comprising 10 activities, 3) administration and management of school administrators comprising 15 activities, 4) efficient internal and external supervision comprising 7 activities, and 5) involvement of school committee, guardian, community, and network comprising 8 activities. Third,evaluation of progress of work performed on target was composed of 8 activities.
2. Evaluating the feasibility in strategy implementation from surveying 990 questionnaire respondents; 330 school administrators, 330 heads of academic affairs, and 330 guardians who were school committee, it showed that the feasibility for school administrators was at very high level ( = 4.54), the feasibility for heads of academic affairs was at very high level ( =4.66), and the feasibility for guardians who were school committee was at very high level ( =4.51). It can be concluded that these three steps with 68 activities had very high level of feasibility in strategy implementation.