ยุทธศาสตร์การพัฒนาการจัดการเรียนการสอนที่เน้นผู้เรียนเป็นสำคัญ กรณีศึกษาโรงเรียนบดินทรเดชา (สิงห์ สิงหเสนี) ๒ กรุงเทพมหานคร

Abstract

Abstract

The purposes of this research were (1) to study the context of Bodindecha (Sing Singhaseni) 2 Schoolconcerning child-centered instructional management; (2) to develop strategies for development of child-centeredinstructional management in line with the context of Bodindecha (Sing Singhaseni) 2 School; and (3) todetermine the strategy for development of child-centered instructional management in line with the context ofBodindecha (Sing Singhaseni) 2 School.

This study employed the mixed research methodology involving both the quantitative and qualitativeresearch methodologies. Also employed were the SWOT Analysis, balanced scorecard indicators, and Delphitechnique to identify success factors. The research population consisted of 150 teachers and educationalpersonnel of Bodindecha (Sing Singhaseni) 2 School. Seven steps of data analysis were undertaken by theresearcher.

Research findings were as follows:

1. The context of Bodindecha (Sing Singhaseni) 2 School included the child-centered instructionalmanagement which was in line with several strategies at different levels. The school also maintained schoolenvironment that was clean, comfortable and pleasant.

2. Strategies for development of child-centered instructional management were developed by adoptingthe top three strategies out of the eight strategies mentioned in the survey of the research sample. The top threestrategies were compiled, concluded and transformed into the practice level and could be ranked based onimportance as follows: (1) Authentic Learning, (2) Learning by Oneself, and (3) Balanced Learning,respectively.

3. The strategy for development of child-centered instructional management for Bodindecha (SingSinghaseni) 2 School that was in line with the school context should be an integrated strategy for developmentof child-centered instructional management.

Also, from data analysis results, no significant correlation was found between gender of respondents and each of the strategies except Strategy 4: Cooperation Learning (P = .05); while educational level ofrespondents correlated significantly at the .05 level with Strategy 1: Aythentic learning, Strategy 2: BalancedLearning, Strategy 6: Constructivist Learning, and Strategy 7: Teaching for Thinking. On the other hand, nosignificant relationship was found between work experience of respondents and any strategy.

It was recommended that teachers should collaborate with students on developing learning media, andthat future research should be conducted on curriculum development based on the ranking of key performanceindicators.

Keywords: The Strategy Development, Child-Centered Education, Bodindeacha (Sing Singhaseni) 2 School