Management Strategy for Developing Students’ Morals in Small-Sized Primary Schools in the Northeast of Thailand
Bibliographic record
Abstract
This research aimed to propose a management strategy for developing students’ morals in small-sized primary schools in northeast Thailand. The study used a research and development approach carried out in four phases: Phase 1 examined the current conditions, desired conditions, necessary requirements, and management approaches for small-sized primary schools in northeastern Thailand. The sample included 357 school administrators, acting school directors, and teachers, selected through semi-structured interviews. Phase 2 involved developing a management strategy to improve students’ morals in small-sized primary schools. The target group consisted of nine experts from higher education institutions and specialists in educational management and administration, chosen through purposive sampling. Phase 3 assessed the implementation of the management strategy designed to develop students’ morals in small-sized primary schools. The target group included one small-sized primary school under the Primary Educational Service Area Office, Ubon Ratchathani Zone 2, selected through purposive sampling. Phase 4 evaluated the management strategy for developing students’ morals in small-sized primary schools in northeast Thailand. The target group consisted of 21 experts and stakeholders, selected through purposive sampling. The research tools included questionnaires and strategy evaluation forms. The statistical methods used were percentages, means, standard deviations, and content analysis. The findings identified five key components of the management strategies for developing students’ morals in small-sized primary schools: 1) Vision, 2) Mission, 3) Objectives, 4) Strategies, and 5) Key Performance Indicators (KPIs). The primary strategies to promote students’ moral character in small-sized primary schools were: 1) Transformational educational management to enhance efficiency, 2) Promotion of moral-focused learning management, 3) Improving student quality through moral and ethical development for the 21st century, 4) Professional development for teachers, and 5) Building collaborative networks with stakeholders. The strategy evaluation indicated high levels of appropriateness, feasibility, and usefulness.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".