PROFESSIONAL PRACTICUM DEVELOPMENT IN EDUCATIONAL ADMINISTRATION FOR MASTER OF EDUCATION, PROGRAM IN EDUCATIONAL ADMINISTRATION, FACULTY OF EDUCATION, SURATTHANI RAJABHAT UNIVERSITY

Abstract

This research aimed to 1) study the components of professional practicum in educational administration, 2) develop the professional practicum model in educational administration, and 3) test and evaluate the outcomes of the professional practicum model in educational administration. This study was conducted in three stages. In stage 1, the components of professional practicum in educational administration were studied. The sample group was five experts in the field of educational administration, selected by purposive sampling. The research tool of stage 1 was a questionnaire. For stage 2, the professional practicum model was developed and examined by five experts selected by purposive sampling. The research tool used in this stage was an assessment form to evaluate the appropriateness and possibility of the professional practicum model. In stage 3, the professional practicum model in educational administration was tested and evaluated for its effectiveness by 59 students in the Master of Education program in educational administration at the faculty of Education, Suratthani Rajabhat University. The research tool was a questionnaire with a reliability of .95 to ask for satisfaction in applying the model. Data were analyzed employing mean and standard deviation.

The research showed that;

The components of professional practicum in educational administration consisted of 11 components: 1) principles and rationale, 2) course description, 3) goals of the practicum, 4) objectives of the practicum, 5) fieldwork activity, 6) duties of those involved, 7) practicum evaluation, 8) related documents for the practicum, 9) practicum record form, 10) practicum evaluation, and 11) practicum office and university supervisors.

The results of model development in educational administration showed that there were five components: 1) principles, 2) aims, 3) methods, 4) evaluation guidelines, and 5) conditions for success. The appropriateness and possibility of the model were at the highest level. After the model was conducted and evaluated, the students understood and were satisfied with its contents and practice process at the highest level.