Abstract
<p class="apa">The purposes of the research were: 1) to study the factors of Educational Management System in Small Primary School; 2) to investigate current situations problems and guidelines of developing educational management in small primary school, 3) to develop Educational Management System in Small Primary School and 4) to examine the results of usage Educational Management System in Small Primary School. The research was comprised of four phases: Phase1 studying the factors of educational system in small primary school; Phase 2 Investigating current situations problems and guidelines of developing Educational Management System in Small Primary School; Phase 3 Developing educational system in small primary school and Phase 4 Examining the results of usage educational system in small primary school. The instruments used for data collection in this study were a note- taking form, a questionnaire, an interview and an observation form. The statistics used for data analysis were mean, percentage, standard deviation and content analysis.</p><p class="apa">The results of the research found that:</p><p class="apa">1) The factors of educational system in small primary school comprised of 4 main aspects: (1) Input including with eight sub-factors; (2) Process including with two sub-factors; (3) Output including with two sub-factors; (4) Feedback including with one sub-factor.</p><p class="apa">2) The results of studying current situations and problems revealed that:</p><p class="apa">There are 10,877 small primaries.</p><p class="apa">The problems revealed that administrators lacked of supervision and did not followed up development of student’s quality, teachers did not clear about student-centered learning, parents and community lacked of cooperation in development of student’s quality and students’ quality were lower than benchmark.</p><p class="apa">The guidelines to develop found that both administrators and teachers needed to develop teachers in student-centered learning, curriculum in learning of teachers, media and technology, learning sources for learner’s learning and to ask for parents’ cooperation in development of student’s quality.</p><p class="apa">3) Educational Management System consisted of 4 main aspects, 13 sub-factors including with 42 indicators</p><p class="apa">4) Evaluating system factors by experts, the results revealed that there were the highest in every factor in 80%. The findings of evaluation system and manual of Educational Management System found that it was higher than 80%.</p><p class="apa">5) The examining of usage Educational Management System revealed that pre- treatment of usage educational management system was in the ‘least’ level. However, post- treatment of usage educational management system was in the ‘most’ level.</p>
Highlights
The change current in world society has become an important factor in livelihood on knowledge-based society and economy
The results of the study found as follows: 1. The factors of Educational Management System in Small Primary School consisted of four main aspects: 1) Input aspect including with 8 sub-factors as follows: Administrators, Teachers, Parents and Communities, Budgets, Curriculum, Media and Technology, Learning Sources, Learners
It tended to increase steadily. 2.2) the problems of Educational Management System in Small Primary School revealed that administrators missed supervision and following up development of learner’s quality, teachers misunderstood about child-center in learning management, the learners were in low standard. 2.3) the needs analysis of development of Educational Management System in Small Primary School found that both administrators and teachers needed to develop teachers about child-center in learning management, to develop curriculum for teacher’s learning management, to develop medias and technology and learning sources for learner’s learning, to coordinate the parents’ cooperation in learners quality
Summary
The change current in world society has become an important factor in livelihood on knowledge-based society and economy. Section states that “ In organizing the learning process, educational institutions and agencies concerned shall: Provide substance and arrange activities in line with the learners’ interests and aptitudes, being in mind individual differences; Provide training in thinking process, management, how to face various situations and application of knowledge for obviating and solving problems; Organize activities for learners to draw from authentic experience, drill in practical work for complete mastery; enable learners to think critically and acquire the reading habit and continuous thirst for knowledge; Achieve, in all subjects, a balanced integration of subject matter, integrity, values, and desirable attributes; Enable instructors to create the ambiance, environment, instructional media, and facilities for learners to learn and be all-round persons, able to benefit from research as part of the learning process In so doing, both learners and teachers may learn together from different types of teaching-learning media and other sources of knowledge; Enable individuals to learn at all times and in all places, co-operation with parents, guardians, and all parties concerned in the community shall be sought to develop jointly the learners in accord with their potentially (National Education Act of B.E. 2542 (1999)
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