THE GUIDELINES FOR LEARNING RESOURCE MANAGEMENT OF SCHOOLS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE MAE HONG SON

Abstract

This research aimed to 1) examine current and desired conditions, as well as the priority needs index; 2) establish guidelines; 3) validate the accuracy and appropriateness of the developed guidelines for learning resource management in schools under the Secondary Educational Service Area Office Mae Hong Son. The study population involved 226 participants, including school administrators and teachers from eight schools during the 2024 academic year. The target group comprised 11 scholars who provided data through interviews. An additional target group of nine scholars participated in verifying the accuracy and appropriateness of the research instruments. This research employed a mixed-methods approach. The data collection instruments included four types: a component synthesis form, questionnaires with Item–Objective Congruence (IOC) values ranging from 0.80 to 1.00, and a reliability coefficient of 0.94 for the current condition, and 0.98 for the desired condition, an interview form, and a focus group discussion record. Quantitative data were analyzed using percentage, mean, standard deviation, and the modified needs ranking index. Qualitative data were analyzed through content analysis, and the results were summarized and reported as a descriptive narrative.

The research findings revealed that: 1) the current condition was overall at a moderate level, whereas the desired condition was rated at the highest level. The Priority Needs Index (PNI) ranking, arranged in descending order, were as follows: policy formulation and planning for utilizing learning resources; learning resource management to facilitate learning; supervision, monitoring, and evaluation of learning resource utilization; and improvement of learning resource management, respectively. 2) The guidelines for learning resource management within schools were ranked based on the highest Priority Needs Index values in each aspect, as follows: (1) Schools should establish plans to appoint a committee responsible for surveying and disseminating information on learning resources. (2) Schools should clarify the benefits of using learning resources and support teachers in attending training programs to develop such resources. (3) Schools should promote the participation of all stakeholders in evaluation processes, and to summarize the results each semester. (4) Schools should analyze and prioritize problems, budget plans, timeline, and utilize information to support decision-making for continuous improvement. 3) The proposed guidelines for learning resource management within the schools, both overall and across individual aspects, were validated as accurate and appropriate, at a 100 percent.