Abstract
The research aimed to: 1) study the factors of a participative management system in learning environment management, 2) study the current situation, desirable outcomes, and further needs for developing a participative management system in learning management, 3) develop a working participative management system, and 4) assess the system’s viability by studying the findings from usage of the system in the context of a small sized primary school. Research and Development process was implemented by analyzing the documents, theoretical approaches and related research literature. Then, the chosen factors used in the system were investigated by seven experts. The current situation, desirable outcomes, and further needs for developing a participative management system in learning environment management for small sized primary schools were studied by using a questionnaire that asked participants for their opinions, measuring using a 5-point Likert scale. Data were analyzed by calculating the Mean, Standard Deviation, and (PNImodified). The development of the system was implemented by conducting field trip studies in schools recommended for their effective learning management system and use of best practices. The system was outlined, and the handbook was provided to implement the system. In addition, the propriety of both the proposed system and its handbook was investigated by nine experts. The results show that 21 sub-factors were considered in the development of the participative management system in learning environment management for small sized primary schools. These included six input factors, six process factors, seven product factors, and two feedback factors, each of which were assessed at the highest level of propriety by the panel of experts. The overall current situation was judged to be at a “Moderate” level of propriety, and the sense of desirable outcomes was assessed at the highest level of propriety. The needs for further development were ranked in order from high to low as follows: feedback factor, input factor, product factor, and process factor respectively. The system evaluative finding by experts found that in the overall propriety was assessed at the highest level. The standards of feasibility, propriety, utility, and system design were all rated at the highest level. In addition, the handbook for system implementation was also found to be at the highest level of propriety.
Highlights
The Ministry of Education’s policy of Educational Reform during the second decade (2009-2018) was based on the guidelines of its vision that “Thai people could have quality lifelong learning.” There were 3 main issues of the Ministry’s objectives, including: 1) the development of educational quality and standard as well as learning for Thai people; 2) the increase of overall quality and educational opportunity and learning; 3) the promotion of participation from every division in educational administration and management
The findings found that the overall current situation was assessed at a moderate level
The needs for further development were ranked in order from high to low as follows: feedback factor, input factor, product factor, and process factor
Summary
The Ministry of Education’s policy of Educational Reform during the second decade (2009-2018) was based on the guidelines of its vision that “Thai people could have quality lifelong learning.” There were 3 main issues of the Ministry’s objectives, including: 1) the development of educational quality and standard as well as learning for Thai people; 2) the increase of overall quality and educational opportunity and learning; 3) the promotion of participation from every division in educational administration and management. Four guidelines for educational reform and learning in the new plan were systematically determined including: the development of Thai people’s quality, the development of teachers, the development of schools and learning sources, and the development of new administration and management. (Office of the Education Council, 2009) The major principles of the latest educational reform of the Ministry of Education were: 1) School-Based Decision Making, in which the schools should be the centers of decision making, and to be free to make decisions based on the students’ benefit, 2) Collaboration, in which staff members of many divisions of educational management or stakeholders in educational management should be invited to express their opinions or offered levels of control and care; 3) Administrative and Managerial Decentralization, in which the educational management in academics, budget, ies.ccsenet.org. The staffs’ morale was not in good condition (Ponsima, 2007)
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