CHILD DEVELOPMENT CENTER ADMINISTRATION MODEL OF SUBDISTRICT MUNICIPALITY

Abstract

                The purposes of this research were 1) to find the components of child development center administration of subdistrict municipality, 2) to identify the model of child development center administration of subdistrict municipality, and 3) to verify the model of child development center administration of subdistrict municipality. The population were 2,176 subdistrict municipalities. The sample size of 95 subdistrict municipality was determined by Taro Yamane sample size table at the confidence level of 90%. The three respondents from each subdistrict municipality consisted of municipal secretary, director of education division, and the head of the child development center. The instruments for collecting the data were semi-structured interview, opinionnaire, and questionnaire. The statistics used for data analysis were frequency, percentage, arithmetic mean, standard deviation, exploratory factor analysis and content analysis.

                The results of this research revealed that:

                1. The child development center administration of subdistrict municipality consisted of 6 components: 1) learning experience arrangement, which comprised 3 sub-components: 1.1) learning experience planning, 1.2) moral and ethics enhancement activities, and 1.3) student-centered learning experience arrangement; 2) parents and community involvement; 3) teacher’s / caretaker’s conducts; 4) Mayor's leadership role; 5) school plant planning; and 6) quality assurance.

                2. The child development center administration model of the subdistrict municipality formed communality relationship between 6 components, where Mayor's leadership role has a direct influence on the learning experience arrangement, parents and community involvement, teacher’s/caretaker’s conducts, and school plant planning; while has an indirect influence on quality assurance. Whereas the learning experience arrangement, parents and community involvement, teacher’s/caretaker’s conduct, and school plant planning have direct influence on quality assurance.

               3. The child development center administration model of subdistrict municipality were verified to meet with accuracy standards, propriety standards, feasibility standards and utility standards.