รูปแบบการบริหารหลักสูตรครุศาสตรมหาบัณฑิต สาขาการบริหารการศึกษา มหาวิทยาลัยราชภัฏในภาคตะวันออกเฉียงเหนือ

บทคัดย่อ

The purposes of this research were: 1) to examine the components of curriculum administration of Master of Education Programs in Educational Administration of Rajabhat Universities in the Northeast; 2) to study the curriculum administrative model; and 3) to evaluate and approve the developed curriculum administrative model. The research was divided into three phases: Phase I was related to identifying the components of the curriculum administrative model through ten expert interviews; Phase II concerned a model verification. The instrument used for data collection was a 5-point rating scale questionnaire with  the item discriminative power ranged in values from 0.415 to 0.898 and the reliability of 0.990, and was distributed to key informants, including 11 Deans of Faculty of Education, 11 chairmen of Educational Administration programs, and four instructors from each Rajabhat University; and Phase III concerned the evaluation and confirmation of curriculum administrative model through  stakeholders, including four students, four graduates and four employers. A 5-point rating scale questionnaire with the item discriminative power ranged in values from 0.669 to 0.916 and the reliability of 0.894 was administrated for model assessment. Statistics were used for analyzing quantitative data, including mean, and standard deviation. The qualitative data was done through content analysis and presented in forms of descriptive analysis.

            The research results revealed that the components of the administrative curriculum of the Master of Education Program in Educational Administration of Rajabhat Universities in the Northeast could be summarized into four aspects: Management Process, Executives, Instructors, and Teaching and Learning Process. The curriculum administrative model consisted of four components with 43 indicators: Management Process with 12 indicators, Executives with nine indicators, Instructors with 11 indicators, and Teaching and Learning Process with 11 indicators. The model verification and confirmation revealed that the quality of the developed curriculum administrative model achieved the mean score at a high level in overall and each aspect in terms of utility, accuracy, propriety, and feasibility.