A Study of Administration and Guidelines for the Development of Self-Discipline Management of Secondary School Students under the Secondary Educational Service Area Office 1, Group 6

Abstract

          This Research aims to: 1) To study self-discipline management of secondary school students Under the Bangkok Secondary Education Service Area Office District 1 Group 6. 2) To study the guidelines for the development of self-discipline management of secondary school students Under the Bangkok Secondary Education Service Area Office District 1 Group 6.
          This research is a quantitative and qualitative research. Examples used in research are school administrators and teachers . Schools under the Bangkok Secondary Educational Service Area Office, District 1, Group 6, 265 students. The simple random sampling to find the proportions for each school The tool for collecting the data was a questionnaire with a confidence value of 0.97. And structured interviews Statistics for data analysis are frequency, percentage, mean, and standard deviation.The  information obtained from the interview is presented as a table for the lecture.
          According to the research results, it was found that 1) For administration on self-discipline of secondary school students under the Secondary Educational Service Area Office Bangkok 1, Group 6, overall self-discipline was at the moderate level (  = 3.32). When considering each aspect, it was found that all aspects of self-discipline were at the moderate level. The one with the highest mean was self-confidence ( = 3.37), followed by honesty ( = 3.31), attention ( = 3.28), and patience ( = 3.24). The one with the lowest mean was responsibility ( = 3.11).  2) For administrative guidelines on self-discipline of secondary school students, it was found as follows. For self-confidence, strategies for self-confidence development should be set. For honesty, policy administration should be used. Those policies should be set in the form of proper activity projects. For attention, administrative innovations for positive power of success should be used, with PDCA cycle. For honesty, annual plans of HR affairs administration and morality promotion affairs should be set. What to be learned and followed by students should be set in learning standards and indicators, i.e., morality, ethics, and desirable values. For responsibility, development projects should be planned and disseminated to communities as well as other schools. Students can be developed to be more responsible. Therefore, quality development of their self-discipline should be set in the form of proper activities. Administrative innovations for positive power of success should be used, with PDCA cycle as a quality control tool. Those activities should be held to promote positive attitudes. What to be learned and followed by students should be set in learning standards, which will finally lead to student competency of self-development with schools.