- 1. Factors contributing to the success of internal quality assurance in accordance with to the ministerial regulations of private schools in Bangkok
- 2. Development of the Organization System for the Effectiveness of Special Education Center Under the Office of Special Education Bureau
- 3. Graduate School - Ph.DP.Ed
Graduate School – Ph.DP.Ed
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[fruitful_tab title=”1. Updating….. “]
Abstract
Updating……….
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[fruitful_tab title=” The Model of the Learning Organization in Special Education School of Intellectual Disabilities”]
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.
BY : Lamphung Srimeechai / DEGREE : Philosophy of Doctor (Ph.D) MAJOR FIELD : Educational Administration
THESIS ADVISOR : Dr. Payungsak Jantarasurin, Dr. Prapatpong Sararith
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[fruitful_tab title=”2. The Critical Success Factors of management in Primary World-Class Standard school under the Basic Education Commission”]
Abstract
The purpose of this research was to study the level of success and analyze factors that affect success in management Primary World-Class Standard school under office of the Basic Education Commission. The Method for this research was descriptive research. The conceptual framework of education. used 10 determine the groups of factors and Elements of success in management Primary World-Class Standard school Quality Award criteria under Office of the Basic Education Commission.(OBECQA) Research samples were Director, Deputy Director or Head of Academic Affairs and Head of Learning Group 81 schools include 810 contributors. The tool used to collect the data was a questionnaire asking about success and analyze factors that affect success in management school whit a confidence value equal to 0.95. The research data were analyzed using descriptive statistics and step wise multiple regression analysis.
The results of this rcscarch were :
1. The level of success in management Primary World-Class Standard school overall on a very high level. The Sll’ategic planning category has the highest success level and measurement, analysis and knowledge management have the lowest success level. When considering the level of success, the outcome categories. Financial and performance has the highest success level and curriculum and learning process have the lowest.
2. There are 4 factors affected of the Critical Success Factor ofmanagernem Primary World-Class Standard school overall (R = 0.856, R2 = 0.733) statistically significant at the 0.01 Classified as External factors affected of the Critical Success Factor of management school max is external environment and the lowest is nature of the person involved. Internal factors affected of the Critical Success Factor of management school max Is policy and practice and the lowest is goal and could be explicated as the variables of success in school management at 73.30%
By : Miss.Pbanwadee Pamuta
Degree : Doctor of Philosophy (Ph.D)
Major Field : Educational Maaagement (Asst.Prof.Dr.R.Adm.Supathra Urwongse), (Asst.Prof.Dr.Chayapim Usaho)
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[fruitful_tab title=”1. Development of Administrative Model for Internal Educational Quality Assurance of Training Centers under Royal Thai Police”]
Abstract
The objectives of this study was to: 1) investigate current conditions and problems; 2) develop the administrative model of internal quality assurance management for training centers under Royal Thai Police. The samples used in this study were divided into 2 groups: (1) the sample who investigated the conditions and problems of internal quality assurance management comprised 306 administrators, teachers, lecturers and support personnel from the Central Police Training Division, Training Center Provincial Police Region 1-8, Training Center Southern Border Provinces Police Operation Center and 20 people from the Central Police Training Division, Training Center Provincial Police Region 1, 3 and 4; (2) The sample who developed the model of internal quality assurance management comprised 10 quality assurance experts from Stamford International University, Kasetsart University, Rajamangala University of Technology Phra Nakhon, Police Education Bureau, Central Police Training Division, Police College, Royal Police Cadet Academy, Police Nursing College and Naval Medical Department together with 20 educational administrators from Training Center Provincial Police Region 2, 3 and 8. The tools used in the research were interview forms, questionnaires and focus group discussion. Data were analyzed by descriptive statistics which were percentage, mean and standard deviation whereas qualitative analysis was carried out by content analysis and drawing conclusions.
Research results:
1. The overall performance of internal quality assurance management of training centers Royal Thai Police was at a high level (xˉ = 3.81, S.D. = 0.72). The highest mean was the planning aspect (xˉ = 3.87, SD = 0.70). In particular, the internal quality assurance aspect was the highest (xˉ = 3.89, SD = 0.72) whereas the direct and order aspect was the least. (xˉ= 3.74, SD = 0.77). The development of education quality was the lowest (xˉ = 3.69, SD = 0.85).
2. Problems of internal quality assurance management of training centers Royal Thai Police were found to be moderate overall (xˉ= 2.52, S.D. = 0.85). The planning aspect was higher than all other aspects (xˉ = 2.60, S.D. = 0.89) especially, the internal quality assurance (xˉ = 2.63, S.D. = 0.93). For the control aspect the problem was low (xˉ = 2.46, S.D. = 0.87) where the internal quality assessment was the least (xˉ = 2.45, S.D. = 0 .93).
3. The development of the internal quality assurance management model of training centers Royal Thai Police was driven by the application of the PODC management process to implement three dimensions which are the development of quality education, monitoring and internal quality assessment. It was found that:
3.1 Planning is carried out by the Board and various subcommittees from the Education Command, Provincial Police Training Center Region 1 – 8, Southern Border Provinces Police Training Center, Central Police Training Division and external experts to issue a policy, set up education standards, prepare internal quality assurance guidelines, identify objectives/goals guidelines/methods, time frame, tools, report format, budget and resources.
3.2 Restructuring organization and work placement is carried out by establishing the Quality Assurance Department of the Training Center which is directed by the supervisor. Appointing the Board and subcommittees for Internal Quality Assurance Management is based on the principles of participation, responsibility, teamwork and decentralization of personnel from Provincial Police Training Center Region 1 – 8, Southern Border Provinces Police Training Center, Central Police Training Division and external experts. There are three committees: 1) Internal Quality Assurance Administrative Committee, 2) School Board and 3) Internal Quality Assurance Committee. The four subcommittees on Quality Assurance comprise: 1) Subcommittee on Quality Assurance development, 2) Subcommittee on Education Quality monitoring, 3) Subcommittee on Internal Quality Assurance, 4) Subcommittee on Indicators including the evaluation committee.
3.3. Directorate and order is carried out by the Academic Quality Assurance department and the Quality Assurance department in order to raise awareness and understanding and to conduct training. Supervision, monitoring and following up was done by the committees and subcommittees of each group.
3.4 Control is to report the actions taken whether the operation meets the plan to the supervisors and their committees, subcommittees on a basis of monthly or urgent meetings.
4. Confirmation of the internal quality assurance management model of training centers Royal Thai Police by the persons who are responsible for quality assurance indicates the high level of appropriateness, feasibility and benefits of the model.
By : Pol.Lt.Col. Rapeeporn Eang-ubol
Degree : Doctor of Philosophy (Ph.D.)
Major Field : Educational Administration
Thesis Advisor : Asst.Prof.R.Adm. Supathra Urwongse, WRTN., Ph.D., KomsornWongrugsa, Ph.D.
Thai-Fulltext : http://www.research-system.siam.edu/thesis/doctorate/5266-5-11
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[fruitful_tab title=”2. The Model of the Learning Organization in Special Education School of Intellectual Disabilities.”]
Abstract
The purposes of this research were to study and propose the model of learning organization of the Special Schools for Intellectual Disabilities (SSID). The study consisted of three steps. First, related theories, concepts, and research reports were reviewed to examine the components
of learning organization of SSID. The questionnaire had been designed for teachers and administrators of SSID and collected from 18 SSID. Second, another questionnaire was developed and verified by 9 special education experts. Focus group was then organized for 20 experts in special education in order to discuss about the components of learning organization and their consistency, feasibility, and utilization. Third, the researcher presented a questionnaire that was designed
to assess the present and the expected conditions in the SSID. Comparison of differences led to 4 levels of learning organization in SSID: 1) the SSID which performed well above expectations (significant differences = 0.001 and higher), 2) the SSID’s performance activities that were compliance to the expectations (significant differences = ± 0.001), 3) the SSID’s performance activities that were lower than expectations and should be improved (significant differences = 0.005 or lower), 4) the SSID’s activities that needed to be resolved urgently because the results were lower than expectations (one tailed significant were at 0.005 or higher).
The findings of the research on the learning organization of Special Schools for Intellectual Disabilities (SSID) were as follows: 1. Four variables of the SSID’s activities were performed in accordance to the components of learning organizations (2 variables in organization component, 1 variable in leadership component, 1 variable in learning component); 2) the SSID’s performance activities that should be improved consisted of 48 variables (16 variables in organization component, 5 variables in leadership component, 14 variables in learning components, 10 variables in knowledge management components, and 3 variables in technology component); 3) there were 9 variables of the SSID’s activities that needed to be resolved urgently (4 variables in organization component, 1 variable in learning component, 2 variables in knowledge management component,
2 variables in technology component ).
TITLE : The Model of the Learning Organization in Special Education School of Intellectual Disabilities.
BY : Lamphung Srimeechai
DEGREE : Doctor of Philosophy (Ph.D)
MAJOR FIELD : Educational Administration
THESIS ADVISOR : (Dr. Payungsak Jantarasurin) (Dr. Prapatpong Senarith)
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[fruitful_tab title=”3. Leadership Traits of the Woman Administrators of Basic Education in ASEAN Countries”]
Abstract
The objectives of this research were 1) to study the leadership traits of the woman administrators of basic education in ASEAN countries, and 2) to study the effective leadership traits of the woman administrators of basic education in ASEAN countries. The leadership traits covered three types of traits including general personality traits, task – related traits and sociability traits.
The samplings of this study were women administrators in basic education of 7 ASEAN countries who were recommended by scholars or the authorities. They are professionals in school operations and had got the award in educational administration and academic. They were from the Kingdom of Cambodia, the Kingdom of Thailand, Brunei Darussalam, Republic of the Philippines, Federation of Malaysia, Lao People’s Democratic Republic, the Republic of Singapore and the Republic of Indonesia. The instruments for data collecting were semi – structured interview questions for woman as educational administrators and vice principals of their assistants and the observation of woman administrators. Effective leadership traits of the woman administrators and content analysis of the researches related to woman educational traits. A focus group discussion was of organized for confirming the results.
The research results revealed that:
1. The aspects of leadership traits of the recognized women administrators of basic education in ASEAN countries composed of three aspects namely: 1) General Personality Traits; covered honesty, integrity, trustworthiness, assertiveness, confidence, modesty, humility, politeness, gentleness, resilience, positive attitude or optimism, and warm. 2) Task – related traits; covered dare, intelligence, knowledgeable, openness determination, responsibility, listening and understanding, patience, persistence, work hard, strength, meticulously, discipline, firmness and supportiveness 3) Sociability traits; covered care, friendliness, empathy, respecting, accessibility, effective communication and accommodative communication, and kindness.
2. There were three aspects of the effective leadership traits of the recognized women administrators of basic education in ASEAN countries. 1) General Personality trait involved warm, calm and cool, assertiveness, confidence, trustworthiness, honesty, integrity, compromise, resilience, optimistic and positive attitude, modesty, (humility), politeness and gentleness. 2) Task – related trait involved dare, intelligence, knowledgeable, openness, determination, patience, persistence, work hard, strength, awareness, firmness and consistent, responsibility, meticulously, discipline, encouragement, supportive, listening and understanding. 3) Sociability trait involved care, empathy, concern, kindness, accessible, friendliness, respecting, self – respect, respect others, effective communication, (accommodative communication), positive attitudes toward multiculturalism, accepting all races and culture religion and languages.
Keyword: Leadership Traits of the Woman
Research Title : Leadership Traits of the Woman Administrators of Basic Education in ASEAN Countries
Researcher : Miss. Tharornkarn Chaichoattanyajaroen
Degree : Doctor of Philosophy (Ph.D.)
Major : Educational Administration
Thesis Advisor : Assoc. Prof. Dr. Amornchai Tantimedh, Assoc. Prof. Dr. Jomphong Mongkhonvanit
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[fruitful_tab title=”4. The Development of Inclusive Education Administrative Model of School in Bangkok Metropolitan Administration”]
Abstract
The purposes of this study were to 1)to study the actual and expected inclusive education administration performance of school in Bangkok Metropolitan, and 2) to develop an inclusive education administration model of school in Bangkok Metropolitan Administration.
A descriptive research method was applied in this study by which data were gathered from school administrators , teacher, and education supervisors which involved in inclusive education administration of schools in Bangkok Metropolitan Administration. Research instrument was a questionnaire on actual and expected inclusive education administration performance. Data were analyzed by using means () , standard deviation (), t-test, and Priority Needs Index (PNI). The proposed inclusive education administration model was formulated and then was validated by experts through focus group seminar technique.
Research findings showed as follows:
With regards to the actual and expected inclusive education administration
performance , data showed that the average of the actual performance were at the high level in every aspect while the average of the expected performance were at the highest level. When compared these actual and expected performance, there were statistically significant differences at 0.01 level for each performance and total performance.
The inclusive education administration model of school in Bangkok Metropolitan
Administration composed of 4 components, namely; the students and personnel readiness, the environment management, the curriculum management, and the community collaboration. In considering the top three priority indexes (PNI) in each of these component, it appeared that for the students and personal readiness, the top three priority indexes were the school’s determination on becoming a leader on educational management for students with intellectual disabilities, school’s policies and guidelines on personnel roles and inclusive educational management, and school public relations on inclusive educational management with the concerned units. With regards to the environment management, the top three priority indexed were school facilitated those personnel and operation staff, school maintenance all buildings and grounds, and school’s cooperation with the inclusive education management networks. With Regards to the curriculum management, the top three priority indexes were school provision of special needs screenings process for students in order to participate in learning activities, school provision on properly admission system, and school utilization system on appropriated media and specific learning activities. For the community collaboration, the top three priority indexes were school appointed a school board, concentrated on quality of work performance, and promoted and developed learning activities based on actual information.
Keyword: Education Administrative
Research Title : The Development of Inclusive Education Administrative Model of School in Bangkok Metropolitan Administration
Researcher : Mrs. Aunchala Klengkaew
Degree : Doctor of Philosophy (Ph.D.)
Major : Educational Administration
Thesis Advisor : Assoc.Prof.Boonmee Nenyod, Ed.D., Somsak Donprasit, Ph.D
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