Abstract
This study was designed to investigate the components and indicators of area-based social innovation for small-sized secondary schools in Thailand. A total of 400 school administrators and teachers from 200 small-sized secondary schools at northeastern region of Thailand participated in this study as respondents. The researchers employed a survey design using a questionnaire as a research instrument. They conceptualized social innovation for small-sized school’s components and indicators by analyzing documents and past studies to develop a social innovation model using exploratory factor analysis. The findings showed that a total of seven components and 14 indicators were identified from the measurement model. The seven components and 14 indicators were (i) community engagement and participation with two indicators namely stakeholder involvement and community needs assessment; (ii) inclusive and equitable education with two indicators, namely access and inclusion and support systems; (iii) collaborative partnerships with two indicators, namely local collaborations and inter-school networks; (iv) curriculum and pedagogical innovation with two indicators, namely relevant curriculum and innovative teaching methods; (v) capacity building and professional development with two indicators, namely teacher training and leadership development; (vi) sustainable practices with two indicators, namely environmental education and resource management, and (vii) monitoring and evaluation with two indicators, namely impact assessment and feedback mechanisms.
Published Version
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