A Multiple Intelligences–Based Administrative Model for Promoting Vocational Skills among Primary School Students

Abstract

This study aimed to: (1) examine the context, problems, and needs related to learning management; (2) develop multiple intelligences–based administrative model integrating learning management to promote students’ vocational skills; and (3) implement and evaluate the developed model. A mixed methods approach was employed under a research and development (R&D) framework consisting of four phases: contextual analysis, model development and validation, implementation, and evaluation and refinement. The participants included 30 Grade 6 students, 10 teachers, and one school administrator. Research instruments comprised interviews, questionnaires, model evaluation forms, and achievement tests. Data were analyzed using content analysis, descriptive statistics, and t-tests. The findings indicated that the school possessed strong local resources and community support but lacked an instructional management model aligned with students’ multiple intelligences. The developed administrative model consisted of five components—background, principles, objectives, core components, and a six-step operational process. Following implementation, students’ learning achievement significantly improved at the .01 level, and their satisfaction was rated high. Teachers and administrators also perceived the model as feasible and practical, highlighting its potential for systematic and sustainable application in rural schools.