Development of the Educational Management Model to Enhance Educational Quality Towards Excellence of the Secondary Educational Service Area Office Thailand
Notice bibliographique
Résumé
The purposes of this research aimed to 1) study the components of educational management to develop educational quality toward excellence, 2) study the current states, desirable states, and the needs for educational development for enhancing educational quality toward excellence, 3) create and develop the educational management model for enhancing educational quality toward excellence, and 4) study the results of implementing the educational management model for enhancing educational quality toward excellence. Research and Development were conducted in 4 phases according to research objectives. The sampling group consisted of executives, boards, 669 teachers, and educational staff from 37 schools under the Chaiyaphum Secondary Educational Service Area Office, the research tools were the appropriateness assessment form of the components of educational management to develop educational quality toward excellence, a 5-level scale questionnaire, semi-structured interview form, observation form, follow-up studies form, and satisfaction assessment form. The statistics used were frequency distribution, percentage, mean, standard deviation, and PNI Modified. The study found that: 1) The components of educational management for enhancing educational quality toward excellence comprised 3 aspects as follows: 1: organization management for excellence, 2: efficiency of educational management, and 3: the achievement of educational management. The experts’ evaluation of the components is at the most appropriate level. 2) The current states in all and each individual aspect were at a moderate level. The desirable states in all and each individual aspect were found at a high level. The needs assessment from highest to lowest: educational management for excellence, the efficiency of educational management, and achievement of educational management, respectively. 3) The educational management model consisted of (1) Principles (2) Purposes (3) Conditions for Success (4) Processes and (5) a Supporting system. 4) The results of implementing the model found that: 1) As for the supervision, monitoring, and inspection of educational institutions according to the educational management model for enhancing educational quality toward excellence are of the highest significance. 2) All Educational institutions have implemented quality management to achieve excellence in all areas. 3) Satisfaction assessment of educational institutions according to the educational management model for enhancing educational quality toward excellence was all at the highest level.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».