A Study of the Needs Assessment for Personnel Participation in the Internal Quality Assessment of Educational Institutions under the Chonburi Primary Educational Service Area Office

Abstract

The objectives of this study were to (1) evaluate and prioritize the needs for personnel participation in the internal quality assessment of educational institutions, and (2) analyze the causes of these needs and examine guidelines for enhancing personnel participation in the internal quality assessment of educational institutions. The study was conducted using a mixed-methods research design with an explanatory sequential approach. In Step 1, quantitative data were collected using a dual-response questionnaire from 148 school administrators and 354 teachers under the Chonburi Primary Educational Service Area Office, selected through stratified random sampling based on the population proportion of each service area. Data were analyzed using means, standard deviations, and the modified Priority Needs Index (PNImodified). In Step 2, in-depth interviews were used as the research instrument. Key informants were purposively selected based on predefined qualifications, consisting of (1) four school administrators, (2) four teachers responsible for school quality assurance, and (3) two educational supervisors responsible for school quality assurance.
The results revealed that: (1) the highest level of need for personnel participation in the internal quality assessment of educational institutions occurred at the preparation stage, followed by the reporting stage and the implementation stage, respectively. (2) The causes of these needs included limited opportunities for personnel to express their opinions, a lack of teamwork, the absence of support systems for participation in internal quality assessment, unclear role definitions and work procedures, and the lack of collaborative analysis of internal quality assessment results. In addition, personnel lacked awareness of and did not recognize the importance of internal quality assessment. The guidelines for enhancing participation in the internal quality assessment of educational institutions indicate that opportunities should be provided for personnel to express their opinions and participate in all stages of the process. Knowledge sharing and awareness-building activities should be promoted to help personnel recognize the importance of internal quality assessment. Teamwork should be encouraged from the planning stage through systematic implementation. Operational manuals should be developed to ensure that all personnel share a common understanding of procedures, with clearly defined roles and responsibilities, along with continuous supervision, monitoring, and follow-up.