การวิเคราะห์ข้ามกรณีศึกษาในการจัดการผลการปฏิบัติงานของโรงเรียนเอกชน ในเขตเมืองพัทยา ด้วยการปฏิบัติการฝึกอบรม: การศึกษาแบบพหุกรณีศึกษา
คำสำคัญ:
การฝึกอบรม, การปฏิบัติการฝึกอบรม, โรงเรียนเอกชนบทคัดย่อ
ประเทศไทยลงทุนกับระบบการศึกษาและการฝึกอบรมเป็นอย่างมาก แต่คุณภาพการศึกษากลับไม่เป็นไปตามเป้าหมายที่ตั้งไว้ ประเทศไทยควรมุ่งเน้นและให้ความสำคัญกับคุณภาพการศึกษาของโรงเรียนเอกชน การปฏิบัติการฝึกอบรมเป็นการปฏิบัติด้านการพัฒนาทรัพยากรมนุษย์ของโรงเรียนเอกชน เพื่อช่วยในการพัฒนาความรู้ ทักษะ ความสามารถ ทัศนคติ ของครูและโรงเรียนเอกชน เพื่อให้ประสบความสำเร็จในการดำเนินงานของโรงเรียนเอกชน และเพื่อสร้างคุณภาพการศึกษาด้วยครูที่มีคุณภาพ ดังนั้น โรงเรียนเอกชนต้องเตรียมพร้อมครูเพื่อพัฒนากิจกรรมการเรียนรู้และการประเมินที่เหมาะสมในการพัฒนาผู้เรียน วัตถุประสงค์ของการวิจัยเชิงคุณภาพโดยใช้กลยุทธ์การวิจัยด้านพหุกรณีศึกษานี้ คือ เพื่อศึกษาแนวปฏิบัติด้านการฝึกอบรมของโรงเรียนเอกชนในเขตเมืองพัทยา วิธีการเก็บข้อมูลที่ใช้ คือ การสัมภาษณ์แบบกึ่งโครงสร้าง การบันทึกเสียง และการใช้เอกสารอ้างอิง โดยเก็บข้อมูลกับผู้รับใบอนุญาต ผู้อำนวยการ รองผู้อำนวยการ ผู้ช่วยผู้อำนวยการ หัวหน้าแผนก และเจ้าหน้าที่ จำนวน 22 คน ที่ทำงานในโรงเรียนเอกชนในเขตเมืองพัทยา จำนวน 5 แห่ง การวิเคราะห์ข้อมูลโดยใช้การวิเคราะห์ข้ามกรณีศึกษา ผลการวิจัย พบว่า แนวปฏิบัติด้านการฝึกอบรมของโรงเรียนเอกชนในเขตเมืองพัทยา ประกอบด้วย 14 แนวคิดหลัก คือ 1) การประเมินความต้องการจำเป็นในการฝึกอบรม, 2) วิธีการขออนุมัติการเข้าร่วมการฝึกอบรม, 3) วิธีการฝึกอบรม, 4) วิทยากรฝึกอบรม, 5) ผู้เข้าฝึกอบรม, 6) เอกสารประกอบการฝึกอบรม, 7) ช่วงเวลาในการฝึกอบรม, 8) สถานที่ฝึกอบรม, 9) งบประมาณในการฝึกอบรม, 10) หลักสูตรและกิจกรรมการฝึกอบรม, 11) การให้การสนับสนุน การตรวจสอบ และการดูแลช่วยเหลือ, 12) การประเมิน การให้ข้อเสนอแนะ และการติดตามผล, 13) ผู้มีส่วนเกี่ยวข้องกับการตัดสินใจในการปฏิบัติการฝึกอบรม, และ 14) ผลลัพธ์และประโยชน์ในการฝึกอบรม นอกจากนี้ แนวปฏิบัติด้านการฝึกอบรมควรมีการศึกษาในด้านอื่นๆ เพื่อเป็นแนวทางในการพัฒนาการปฏิบัติการฝึกอบรมและพัฒนางานวิจัยในอนาคต
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Educational Initiative. (2019). Teacher needs assessment. Educational Initiative: India.
Ekpoh, U. I., Oswald, A., & Victoria, N. (2013). Staff development programmes and secondary school teachers’ job performance in Uyo Metropolis, Nigeria. Journal of Education and Practice, 4(12), 217-222.
Elbadri, A. N. (2001). Training practices of Polish companies: An appraisal and agenda for improvement. Journal of European Industrial Training, 25/2/3/4, 69-79.
Ferreira, R. R., da Silva, A. G., & Mourao, L. (2015). Training needs analysis at work. In Kurt, K., Jonathan, P., Nuno, R., & Sigmar, M. (eds). The Wiley Blackwell Handbook of the Psychology of Training, Development, and Performance Improvement, 32-49. New Jersey: Wiley & Sons.
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Gaible, E., & Burns, M. (2005). Using technology to train teachers. Information for Development Program publication. Retrieved from www.infoDev.org
Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science (IJRES), 1(2), 175-191.
Goldstein, I., & Ford J. K. (2002). Training in organization: Needs assessment, development and evaluation. CA: Wadsworth.
Guba, E. G. (1990). The alternative paradigm dialog. In E. G. Guba (Ed,), The paradigm dialog (pp.17-30). New bury Park, CA: Sage.
Hansen, J. W. (2006). Training design: Scenarios of the future. Advances in Developing Human Resources, 8(4), 492-499.
Hartoyo, R., & Efendy, H. (2017). Development of training needs analysis in organization. Journal of Management Research, 9(4), 140-159.
Hesse-Biber, S. N., & Leavy, P. (2006). The practice of qualitative research. Thousand Oaks, CA: Sage.
Jahangir, S. F., Saheen, N., & Kazmi, S. F. (2012). In-service training: A contributory factor influencing teachers’ performance. International Journal of Academic Research in Progressive Education and Development, 1(1), 31-38.
Jeenawathana, A. (2016). Self-development for professional teachers. Veridian E-Journal, Silpakorn University, 9(2), 1379-1395.
Jehanzeb, K., & Bashi, N. A. (2013). Training and development program and its benefits to employee and organization: A conceptual study. European Journal of Business and Management, 5(2), 243-252.
Jepkepter, A., Kombo, K., & Kyalo, D. N. K. (2015). Relationship between teacher capacity building strategy and students’ performance in public secondary schools in Nandi County, Kenya. International Journal of Humanities and Social Science Invention, 4(10), 37-50.
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