The Development of an Integrated Proactive Management Model Using a Digital System to Promote Reading Habits among Students in Schools under the Chonburi Primary Educational Service Area Office 2

Abstract

This research aimed to: (1) examine the current and desired conditions for the development of an integrated proactive management model using a digital system; (2) develop an integrated proactive management model using a digital system; (3) investigate the results of implementing the model; and (4) evaluate and refine the implementation of the model to promote reading habits among students in schools under the Chonburi Primary Educational Service Area Office 2. The participants consisted of 232 educational supervisors, school administrators, and Thai language teachers from schools under the Chonburi Primary Educational Service Area Office 2, selected through purposive sampling. The study employed a research and development methodology comprising four phases: (1) examining the current and desired conditions; (2) developing the model; (3) investigating the results of the model implementation; and (4) evaluating and refining the model implementation. The research instruments included a rating-scale questionnaire, a semi-structured interview protocol, and a model evaluation form assessing accuracy, appropriateness, feasibility, and utility. The data were analyzed using frequency, percentage, mean, standard deviation, and PNI_modified. The findings were as follows:       1. The integrated proactive management model using a digital system to promote reading habits among students in schools under the Chonburi Primary Educational Service Area Office 2 consisted of six components, ranked according to their priority needs for development: 1) Development of digital systems for data management and reading support; 2) Proactive supervision, monitoring, and feedback; 3) Proactive policy and goal setting; 4) Integrated and participatory network management; 5) Development of personnel competencies and reading-promotion innovations; and 6) Development of a school ecosystem that fosters a love of reading. 2. The developed model comprised four input factors, six process factors, and a performance component consisting of five output dimensions and four outcome dimensions. The overall evaluation results regarding the accuracy and feasibility of the model were at the highest level.        3. The results of the model implementation revealed that all six output dimensions and four outcome dimensions achieved the predetermined target values. 4. The overall evaluation results following the implementation and refinement of the model, in terms of appropriateness, utility, and stakeholder satisfaction, were at the highest level.

Keywords: Integrated Proactive Management, Digital System, Reading Habits, Educational Administration