รูปแบบองค์กรแห่งการเรียนรู้ของโรงเรียนการศึกษาพิเศษ ด้านการบกพร่องทางสติปัญญา

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หัวข้อวิทยานิพนธ์:
Project Title:
รูปแบบองค์กรแห่งการเรียนรู้ของโรงเรียนการศึกษาพิเศษ ด้านการบกพร่องทางสติปัญญา
The model of the learning organization in special education school of intellectual disabilities
ชื่อนักศึกษา:
Author:
นางลำพึง ศรีมีชัย
Mrs. Lamphung Srimeechai
อาจารย์ที่ปรึกษา:
Advisor:
ดร.พยุงศักดิ์ จันทรสุรินทร์, ดร.ประพัฒน์พงศ์ เสนาฤทธิ์
Dr.Payungsak Jantarasurin, Dr.Prapatpong Senarith
ระดับการศึกษา:
Degree:
ปรัชญาดุษฎีบัณฑิต (ปร.ด.)
Doctor of Philosophy
สาขาวิชา:
Major:
ภาวะผู้นำและนวัตกรรมการบริหารการศึกษา
Leadership and Innovation in Educational Administration
คณะ:
Faculty:
บัณฑิตวิทยาลัย
Graduate Schools
ปีการศึกษา:
Academic year:
2559
2016

การอ้างอิง/citation

ลำพึง ศรีมีชัย. (2559). รูปแบบองค์กรแห่งการเรียนรู้ของโรงเรียนการศึกษาพิเศษ ด้านการบกพร่องทางสติปัญญา. (วิทยานิพนธ์ปรัชญาดุษฎีบัณฑิต). กรุงเทพฯ: บัณฑิตวิทยาลัย มหาวิทยาลัยสยาม.


Abstract

The purpose of this research was to purpose the model of the Learning Organization Special Education School of Intellectual Disabilities. The research methodology consisted of three steps: Step 1: study the related documents, theories and researches to determine the components of the model. The components of the model were evaluated by nineteen special education school of Intellectual Disabilities and the relation of learning organization and the components of the model. The experts evaluated: the consistency of the components and learning organization, the appropriate, possibilities and the advantages of the components. Step 2: develop a learning organization model from principles, theories of model. Step 3: evaluate the model: the consistency of the components and learning organization and evaluate the model by the experts. And the focus group discussion to evaluate the appropriate, the possibilities and the advantages of the model of this research into action.

The research results were as follow: The model of the learning Organization in Special Education School of Intellectual Disabilities consisted of the five components 1) the components of the organization consisted of three of sub components and 22 indicators 2) the components of the leadership consisted of six sub components 3) the components of the learning consisted of three components and 16 indicators 4) the components of knowledge management consisted of three sub components and 12 indicators and 5) the components of technology consisted of the sub component and five indicators. There was a significant difference at the 01. Level in all of the components in high level. All components were fit to learning organization 0.60-1.00 and the appropriateness, the possibilities and the advantaged of the model were in high to highest level.

The Learning Organization in Special Education School of Intellectual Disabilities the model principles: developing knowledge sharing in the organization and the state, problems and needs of schools. The purposes of model consisted of: to create the Learning Organization in Special Education School of Intellectual Disabilities to improve the performance of the administrators, teachers and school personnel having Personal Mastery; to create knowledge sharing culture between Special Education School. The mechanism of operation of the work system and system management were to determine: the responsibility of the administrators, teachers and school personnel; the flexible management structure. The school development to Learning Organization comprised of: developing teachers and school personnel all three parts 1) school 2) administrators and 3) teachers and school personnel; organizing the operation evaluation systems from the licensee, the administrators, teachers and school personnel and developing the learner quality by the development plan monitoring and supporting from agencies.


รูปแบบองค์กรแห่งการเรียนรู้ของโรงเรียนการศึกษาพิเศษ ด้านการบกพร่องทางสติปัญญา

Doctor of Philosophy in Leadership and Innovation in Educational Administration, Siam University, Thailand

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