Expectations and Problems of the Educational Management Model Expectations and Problems of Educational Management

Main Article Content

Banjob Boonchan
Arisa Nopphakhun

Abstract

The purposes of this research were to study the expectations and problems toward educational management models of the schools under the Nakhon Ratchasima Municipality. The 364 samples consisted of 4 school boards, 8 administrators, 90 teachers, and 262 parents. The research instruments were questionnaires and group discussion techniques. Quantitative data were analyzed utilizing frequency, percentage, mean, and standard deviation. Qualitative data were synthesized in the content. The study indicated that the overall average of expectations of the schools being classified into 3 categories was at a high level. Schools should communicate with parents and students to understand the true purpose of the school classification. Students will be developed according to the potential of each age range and will be satisfied because the school can create an environment suitable for their ages. However, the problems were also at a high level. The most obvious problem that may occur is in the case of parents with children studying at more than one level who may encounter transportation problems between home and school. There are traffic jams in Nakhon Ratchasima Municipality during the time of picking up and delivering students. The research results should be presented to community forums to hear more opinions. There should be incentives for parents to participate in educational management. Schools should strengthen the Parent Teacher Association. There should be collaboration between school administrators under the Nakhon Ratchasima Municipality to increase the quality of educational management by having some similar standards.

Downloads

Download data is not yet available.

Article Details

How to Cite
Boonchan, B., & Nopphakhun, A. (2020). Expectations and Problems of the Educational Management Model: Expectations and Problems of Educational Management. International Journal of Child Development and Mental Health, 8(2), 29-39. Retrieved from https://he01.tci-thaijo.org/index.php/cdmh/article/view/242666
Section
Original Articles

References

Ackerman, C. (2019). What is Self-Concept Theory? A psychologist explains. Retrieved from https://positivepsychology.com/self-concept/
Ang, L. (2014). Beyond unity in diverzing: Cosmopolitanizing identities in a globalizing world. Diogenes, 60(1), 1-11.
Bektas, F., Çogaltay, N., Karadag, E. & Ay, Y. (2015). School culture and academic achievement of students: A meta-analysis study. Anthropologist, 21(3), 482 – 488.
Bell, J. (2012). Teaching mixed-ability classes. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to pedagogy and practice in second language teaching (pp. 86–94). Cambridge: Cambridge University Press.
Bell, L. & Stevenson, H. (2006). Education policy: Process, themes and impact. London: Routledge.
Blazar, D. (2016). Teacher and teaching effects on students' academic performance, attitudes, and behaviors. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112692
Blessinger, P. & Wankel, C. (2013). Creative approaches in higher education: An introduction to using classroom-mediated discourse technologies (pp. 3-16). In C. Wankel & P. Blessinger (Eds.), Increasing student engagement and retention using classroom technologies: Classroom response systems and mediated discourse technologies. Bingley, UK: Emerald Group.
Caroline, S. & Ehlers, C. (2010). Encyclopedia of cross-cultural school Psychology. Eugene, OR: Wipf and Stock Publishers.
Darling-Hammond, L., Cook-Harvey, C., Flook, L., Gardner, M., & Melnick, H. (2018). With the whole child in mind: Insights from the comer school development program. Alexandria, VA: ASCD.
EduSys. (2019). What are multi-grade classroom advantages & disadvantages? Retrieved from https://www.edusys.co/ blog/what-are-multi-grad-classroom- advantages-disadvantages.
Farooq, M. S., Shafiq, M., Chaudhry, A. H., & Berhanu, G. (2011). Factors affecting students' quality of academic performance: A case of secondary school level. Journal of Quality and Technology Management, 7(2), 1-14.
Fergus, E. (2016). Solving disproportionality and achieving equity: A leader's guide to using data to change hearts and minds. Thousand Oaks, CA: Corwin.
Hardman, M. L., Egan, M. W., & Drew, C. J. (2016). Human exceptionality: School,
community, and family (12th ed.). Boston, MA: Cengage Learning.
Harris, R., Courtney, L., Ul-Abadin, Z., & Burn, K. (2019). Student access to the curriculum
in an age of performativity and accountability: An examination of policy
enactment. Retrieved from https://www.tandfonline.com/doi/full/10.1080/02671522.
2019.1568528
Hine, G. S. (2013). The importance of action research in teacher education programs. Issues in Educational Research, 23(2), 151-163.
Howard, G. (2014). We can't lead where we won't go: An educator's guide to equity. Thousand Oaks, CA: Corwin.
Khazaei, L., Ahmadi, P., Momeni far, S. & Rahmani, F. (2016). Challenges and disadvantages
of multigrade teaching: Qualitative research. Science & Education, 24(12), pp. 135 –
142.
Koçyiğit, M. (2015). The effect of leadership on organizational culture. In K. Engin (Ed.), Leadership and organizational outcomes, meta - analysis of empirical studies, (pp. 111–122). Springer International Publishing.
Michael, R. & Trines, S. (2018). Education in Thailand. Retrieved from
https://wenr.wes.org/2018/02/education-in-thailand-2
Minister of Education Thailand. (2016). Thailand education overview. Retrieved from https://www.bic.moe.go.th › book › ed-eng-series › intro-ed08
Ministry of Education. (2002). Ministerial regulations prescribing rules and procedures for counting the age of children for compulsory education in 2002. Retrieved from http://www.moe.go.th/webld/pdf/BB/B_01pdf
Ministry of Education. (2019). The implementation of a free 15-year quality education policy. Retrieved from https://www. moe.go.th/moe/upload/news 20/FileUpload/8646-9873.pdf
Morris, K. (2019). Team teaching tips and options. Retrieved from
http://www.kathleenamorris. com/2019/02/08/team-teaching/
Office of the Council of State. (2002). Compulsory Education Act 2545 B.E. Retrieved from http://web.krisdika.go.th/data/law/law2/%A1113/% A1113-20-2545-a0001.pdf
Office of the National Education Commission. (1999). National Education Act of B.E. 2542. Bangkok: Seven Printing Group.
Ozsoy, E., & Uslu, O. (2019). Examining the effects of sustainable organizational culture on academic achievement. Discourse and Communication for Sustainable Education, 10(1), 37 – 46. DOI: 10.2478/dcse-2019-0004
Preedy, V. R. (2012). Handbook of growth and growth monitoring in health and disease.
Barcelona, Spain: Springer Science+Business Media.
Roberts, M. (2019). Teaching in the multilevel classroom. Retrieved from
http://www.pearsonlongman.com/ae/download/adulted/multilevel_monograph.pdf
Saglain, N. (2015). A comprehensive look at multi-age education. Journal of Educational
and Social Research, 5(2), 285-290.
Sarwari, K. (2018). Effective teaching of English in large multilevel under-resourced classes at an Afghan Public University. Retrieved from https://knowledge.library.iup. edu/etd/1606
Shukla, A. (2019). Teaching aids and instructional materials-tools for teachers and students. Retrieved from https://cognitiontoday.com/2018/05/ teaching-aids-and-instructional-materials-tools-for-teachers-and-students/
Smith, B. J. (2014). The effect of school culture on student achievement. Doctoral dissertation, East Carolina University.
Sookatup, J., Benjapolpitak, A., Chaninyuthwong, V., & Chutha, P. (2018). Intelligence quotient (IQ) of Thai students in the first year of primary school: National survey 2016. Journal of Mental Health of Thailand, 26(3), 161-173.
Yamane, T. (1973). Statistics: An introductory analysis (3rd ed.). New York: Harper and Row.
Treko, N. (2013). The big challenge: Teaching large multi-level classes. Academic Journal of Interdisciplinary Studies, 2(4), 243-251.
UNESCO. (2018). Issues and trends in education for sustainable development. Paris, France: UNESCO.