THE GUIDELINES FOR INTERNAL QUALITY ASSURANCE OPERATION OF SINGHANATRACHALAI SCHOOL GROUP UNDER MAE HONG SON PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Abstract

This research aimed to 1) examine current and desirable conditions, and needs for implementing internal quality assurance in schools, and 2) establish guidelines for developing internal quality assurance operations in the Singhanatratchalai School Group under Mae Hong Son Primary Educational Service Area Office 1. The research was conducted by collecting data from a population of 114 participants, including school administrators and teachers within the Singhanatratchalai School Group in the 2024 academic year. The research instruments included a set of questionnaires and focus group interview records. Statistical methods used for data analysis included mean, percentage, standard deviation, and the modified priority needs index.

The research findings revealed that: 1) The current conditions of internal quality assurance implementation in the Singhanatratchalai School Group were overall at a high level, while the desirable conditions were at the highest level. The analysis of the Modified Priority Need Index ranked the needs from highest to lowest as follows: (1) monitoring the implementation of quality assurance to enhance school quality in accordance with educational standards, (2) developing an educational management plan focused on quality based on educational standards, (3) evaluating and inspecting internal educational quality within schools, (4) preparing a self-assessment report, (5) implementing the educational management development plan, and (6) setting educational standards for schools. 2) The guidelines for internal quality assurance implementation in the Singhanatratchalai School Group were determined based on the top three priorities of the Modified Priority Need Index: (1) Monitoring the implementation of quality assurance to enhance school quality in accordance with educational standards. Schools should conduct periodic monitoring and evaluation at least once per semester, following a well-defined monitoring and evaluation plan. (2) Developing an educational management plan focused on quality based on educational standards. Schools should identify local learning resources and wisdom that align with the curriculum to support effective teaching and learning. This includes creating a database of learning resources and local experts, and analyzing challenges using SWOT techniques. (3) Evaluating and inspecting internal educational quality. Schools should establish an internal quality assessment committee with clearly defined roles and responsibilities. Regular evaluations and follow-ups should be conducted, and assessment data should be analyzed to improve educational quality. A self-assessment report should also be prepared.