The Administration Model of Private Schools under KKPEO in 21st Century

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Phrasophonphatthanapundit, Ekkarach Kositpimanvach, Phrakrupalad Boonchuay Auiwong, Chulapunpon Thanaphaet, Phrahonda Khemma, Niraj Ruangsan


This research aims at 1) studying the current and desirable conditions of the administration of private schools under the Khon Kaen Provincial Education Office (KKPEO) in the 21st century; 2) studying the administration model of private schools (AMPS) under KKPEO in the 21st century. The research operation was divided into 3 phases as follows: Phase 1: study the current condition and desirable locations to collect the quantitative data; the population used in the study included 128 administrators and 2,482 teachers (total 2,610) in 128 private schools under KKPEO. The samples in this study included 128 administrators and 232 teachers (total 360), selected by Simple Random Sampling. The five-rating scale questionnaire with its content validity of 0.86 and a coefficient of reliability of 0.92 was used as the research tool to collect the data. The necessary statistics such as Frequency, Percentage and Standard Deviation was used to analyze the obtained data. In Phase2: collect the qualitative data by organizing Focus Group Discussion with 10 experts, in this stage, a group discussion recording form was used to collect the data, later on analyzed by the content analysis in accordance with the conceptual framework and other issues. In Phase 3: collect the qualitative data from purposively selected stakeholders, 6 experts and 3 administrators, 15 teachers (a total of 24) from private schools with the excellent performance were invited for public hearings. The form of evaluation, verification and certification of research results was used as a research tool in this phase. The research results indicated that the administration of private schools under KKPEO in the 21st century was statistically rated in overall at a high level. The studied aspects were ranked according to their needs as follows: 1) technology implementation to promote management and learning; 2) curriculum development in line with social changes and life skills; 3) development of teaching and learning skills and innovation; 4) development of academic achievement and career; 5) building a network of learning.  

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