The Problems, Needs, and Approaches to Innovation Management in Educational Institutions Under the Lower Northern Secondary Educational Service Area Office

Abstract

          Innovation is important and necessary for education management. To support and respond to new needs, the implementation of innovation in an organization must take into account different contexts and situations. Innovation management is therefore very important for the development of educational quality. Therefore, this research aimed to study the innovation management approaches in secondary schools under the Secondary Educational Service Area Office. The research was divided into 2 steps: 1) Study the problems and needs of innovation management in secondary schools under the Secondary Educational Service Area Office. The samples consisted of 157 academic head teachers according to the Crazy and Morgan sampling table, using multi-stage random sampling, and 50 educational institution administrators under the Secondary Educational Service Area Office of the Lower Northern Region. The research instruments included questionnaires and interview forms. Data were analyzed by percentage and content analysis. 2) Study the innovation management approaches in secondary schools under the Secondary Educational Service Area Office. Data were collected from 6 policy-level administrators by purposive selection. The research instrument was semi-structured interviews. Data was analyzed by content analysis. The research results found that:
          1. Problems of innovation management in Educational Institutions found that the most problems were personnel problems, accounting for 100 percent, and the needs of innovation management in secondary schools found that the most needs were personnel problems, including teachers and administrators still having little knowledge and understanding of driving innovation in educational institutions, some teachers lacking technological skills, including the ability of personnel to use technology, lacking sufficient training and development in developing skills in creating innovation, and limitations in the number of personnel not being enough for major subjects, resulting in teachers having to be responsible for too many different tasks, lacking continuous and tangible development.
          2. Guidelines for innovation management in Educational Institutions found that 1) teacher and personnel development, 2) creating understanding and participation from the community, 3) procurement and development of technology, 4) creating an economic support system, and 5) policy and management integration.