TY - JOUR AU - Tapa, Junjira AU - Thammasit, Phimphaka AU - Sichomphoo, Chatphum PY - 2020/12/01 Y2 - 2024/03/28 TI - The Guidelines for Change Management on Learning Process Development of Small-Sized Schools Under Phitsanulok Primary Education Service Area 3 JF - Journal of Graduate Research JA - J.Grad Res VL - 11 IS - 2 SE - Research Article DO - UR - https://so02.tci-thaijo.org/index.php/banditvijai/article/view/240960 SP - 149-162 AB - <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The objective of this research was to investigate the contexts, problems and guidelines for change management of learning process development of small schools in Phitsanulok Primary Educational Service Area Office 3. The sample group consisted of a total of 160 school administrators and teachers, and seven experts. The research instruments consisted of a questionnaire regarding contexts and problems of change management of learning process development of small-sized schools, and an expert focus group discussion record. The data were statistically analyzed for percentage, mean and standard deviation, and the content analysis was also adopted.</p><p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The research results showed that the change management of learning process development in the small schools was overall at a high level, whereas the overall problems of the change management implementation were at a low level. The guidelines for the change management were classified into five following areas. For learning activity management, school curriculum development, as well as lesson plans in line with the 21st century learning, should be analyzed and planned. For engagement in learning activity management, collaboration with community as well as the public and private agencies should be established in order to provide continuous learning activities. For the use of media and learning resources, up-to-date and appropriate media and learning resources should be provided for efficient instruction. For measurement and evaluation, measurement and evaluation guidelines should be consistent with current trends, and measurement and evaluation tools be authentic and diverse. For teacher’s promotion and development, teachers should be encouraged to engage in knowledge sharing and to collectively create a professional learning community.</p> ER -