Development of a Sustainable Moral School Administration Model
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Abstract
The objectives of this research were to investigate the components and indicators of sustainable moral school administration, to develop a sustainable moral school administration model, and to assess a sustainable moral school administration model through the mixed methods research. The population for this research was 4-star moral schools (elementary level) according to the announcement of the Office of the Basic Education Commission (OBEC), a total of 127 schools, and two informants per school were school directors/deputy school directors and teachers responsible for the Moral School Project, a total of 254 people. The tools used in the research consisted of semi-structured interview form, questionnaire, and focus group discussion. The statistics used in the data analysis were percentage, frequency, mean, standard deviation, and confirmatory factor analysis (CFA). The results showed that the sustainable moral school administration model consisted of 9 components and 104 indicators as follows: 1) Policy, 11 indicators; 2) Process, 10 indicators; 3) Program, 13 indicators; 4) Place, 10 indicators; 5) People (administrators, teachers, and students), 20 indicators; 6) Participation, 7 indicators; 7) Learning organization, 7 indicators; 8) Integration, 7 indicators; and 9) culture and shared values, 19 indicators. The sustainable moral school administration model was consistent with the empirical data. The most important components were process and participation (L = 0.88), followed by program and people (administrators, teachers, and students) (L = 0.87), Place, integration, and culture and shared values (L = 0.82), policy (L = 0.79), and learning organization (L = 0.78), respectively.
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