THE STUDY OF EDUCATIONAL ADMINISTRATION OF A SMALL-SIZED SCHOOL: A CASE STUDY OF THE INCLUSIVE SCHOOL MUEN CHANG MODEL, MUEANG KALASIN DISTRICT, KALASIN PROVINCE UNDER KALASIN PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Abstract

The participatory action research (PAR) was conducted with the objectives of 1) examining the problems related to educational administration and management in small-sized schools through a case study of the inclusive school Muen Chang model; 2) establishing guidelines for developing the small-sized schools based on insights gained from the case study of the inclusive school Muen Chang model; and 3) examining the effects after implementing the educational administration and management in small-sized schools, focusing on the inclusive school Muen Chang model as a case study. The target group, obtained through purposive sampling, was a total of 16 participants, comprising the researcher and 15 informants, comprising two school administrators, five teachers, two basic school board chairpersons, four parents, and two students. The research tools were validated for content accuracy and suitability by thesis advisors and experts. Those tools included a document study summary form, an interview form, a meeting report form, a summary outlining problems in educational administration and management within the Muen Chang model inclusive school, an informant opinion record form, a performance record form, and an After Action Review form (AAR). The research period was conducted throughout the academic year 2020. Data were analyzed and presented using descriptive analysis and content classification.

The results showed that:

1. The small-sized school regarding educational administration and management within the inclusive school Muen Chang model highlighted several challenges. Regarding teachers and learning management, challenges included a shortage of teachers, a lack of specialized teachers, and inappropriate teaching materials. In terms of students, the problems concerned diverse student backgrounds, school-provided transportation, and limited internet access. In terms of administrative management issues, these included infrequent meetings, ineffective coordination, a low-income community, budget constraints, and insufficient personnel. In terms of buildings and environment, the physical environment presented challenges such as inadequate building cleanliness, neglected facilities, lack of proper maintenance and aesthetic attention, creating an unpleasant atmosphere for studying and working, and insufficient lighting in classrooms. The problems concerning the community included community involvement with minimal financial support, students residing with elderly family members, delayed public communication, and a lack of support for children’s learning needs.

2. The guidelines for developing small-sized schools in educational administration and management, as identified from the brainstorming session within the inclusive school Muen Chang model revealed that regarding teachers and learning management, schools should ensure adequate teacher presence in all classes, employ teachers with subject-related majors, facilitate teachers for training in subjects they are not proficient in, and promote the use of diverse and effective teaching materials. In terms of students, schools should encourage regular attendance and active participation in school activities, foster digital literacy, encourage the appropriate use of internet and device media for educational purposes, provide remedial classes for students falling behind in specific subjects, and emphasize parents’ support and attention for student learning success. Regarding educational administration and management, schools should ensure regular monthly meetings, seek funding from various sources, employ analyzed data for educational administration and management planning, implement systematic monitoring, follow-up, and evaluation processes, and ensure acceptance and support from the community. In terms of building, schools should renovate damaged buildings, and install adequate electricity supply in the classrooms. In terms of community engagement, schools should encourage participation and financial support from the community, organize educational funding programs, maintain regular communication through updates on school events and news, and encourage parents to actively engage in their children’s learning process, enhancing overall educational outcomes.

3. The effects after the development of small-sized schools in educational administration and management in a case study of the inclusive school Muen Chang model revealed that: Regarding teachers and learning management, schools provided a sufficient number of qualified teachers for all classes, including teachers with subject-related majors. After attending academic training sessions, teachers who were not proficient in specific subjects were able to utilize a variety of teaching materials, thereby effectively fostering teaching development. In terms of students, students demonstrated their enthusiasm for learning and strengthening their foundational knowledge through remedial sessions. Furthermore, parents exhibited enhanced involvement and support in their children’s learning process. Regarding educational administration and management, the fundraising efforts encompassing budget administration, personnel, academics, and general administration were actively The implementation of systematic and unified supervision, monitoring, and evaluation gained acceptance from the community. In terms of building, the indoor lighting quality within the classrooms has been elevated, and designated individuals were responsible for maintaining a conducive and pleasant learning environment. In terms of community engagement, the community actively participated in providing financial support. Parents and students received timely updates on school activities and developments. Furthermore, the school board played a significant role in continuous school development and improvement. Parents also expressed their awareness of the importance of teaching and learning, resulting in increased satisfaction with the school's overall education administration and management.