PARTICIPATIVE MANAGEMENT OF THE SCHOOL COMMITTEE IN MANAGING LEARNING RESOURCES ACCORDING TO THE PHILOSOPHY OF SUFFICIENCY ECONOMY IN SMALL SCHOOLS UNDER THE SAMUT SONGKHRAM PRIMARY EDUCATIONAL SERVICE AREA OFFICE

Abstract

The purpose of this research article was to study the participatory management of school committees in managing learning resources according to the philosophy of sufficiency economy in small schools under the Samut Songkhram Primary Educational Service Area Office. It was a combined research method between quantitative research and qualitative research. The research was done in 3 steps: Step 1: Studied the conditions of participation and the need for participation of school committees in managing learning resources according to the philosophy of Sufficiency Economy in small schools by interviewing 34 key informants and using questionnaires for a research sample of 401 people, Step 2: Developed a model for managing the participation of school committees in managing learning resources according to the philosophy of the sufficiency economy in a small school under the Samut Songkhram Primary Educational Service Area Office by organizing a group discussion of 18 experts by selecting them purposively and Step 3: evaluated the model by interviewing 30 key informants and evaluating the model with an evaluation form with a sample of 45 people used in the research, analyzing quantitative data with basic statistics such as percentages, means, and standard deviations, and qualitative data analysis using content analysis. The research results found that participatory management model of the school committee in managing learning resources according to the philosophy of sufficiency economy in small schools under the Samut Songkhram Primary Educational Service Area Office, there were 2 components: Component 1: Participatory management of learning resources by the school committee in managing learning resources in 5 aspects, consisting of 1) Setting policies to promote and support, providing, creating, or developing learning resources in schools. 2) Promoting the development of personnel to have knowledge and experience in organizing learning resources in schools. 3) Supporting personnel in all departments to participate in presenting innovative work created from use of learning resources in schools. 4) Supervision, monitoring, and evaluation of the teaching and learning management system using learning resources in schools. 5) Development of knowledge of the educational institution committee. Component 2: Philosophy of sufficiency economy in schools in 5 aspects, consisting of 1) moderation, 2) reasonableness, 3) good immunity, 4) knowledge conditions, and 5) moral conditions. The results of the evaluation of the model found that the model was feasible and useful at the highest level.