Development of Student Care and Support Systems in Schools under the Lamphun Primary Educational Service Area Office 2

Abstract

The purposes of this research article were 1) to study the level of student care and support systems; 2) to compare student care and support systems classified according to position and experience; and 3) to propose guidelines for developing a student care and support system. It was the quantitative and qualitative research. The sample group consisted of 66 schools using the entire questionnaire with a reliability value of .971. Statistics used in data analysis were frequency, percentage, mean, standard deviation and one-way analysis of variance.  Key informants were school administrators, deputy director of student affairs and teachers. 5 key informants from the purposive sampling were experts from the Office of the Basic Education Commission, school administrators and educational institution administrators. The tools used in the research were an interview form and content analysis. The research results found that 1) student support system level in overall and each aspect was at a high and highest level, 2) for comparing student care and support systems, when classified by position, it was found that in overall there were no differences. When considering each aspect, it was found that in terms of student promotion and development, there was a statistically significant difference at the .05 level. When classified by experience, It was found that overall and each aspect were not different, and 3) there were 6 guidelines for developing a student support system, namely 1) in the aspect of knowing Individual students, awareness and understanding of working were created   in the same direction, 2) in terms of student screening, there was a joint effort to analyze student problems and find ways to protect at-risk and problem children, 3) in the aspect of student promotion and development, schools should put policies into actual practice,  4) in terms of preventing and solving student problems, a response plan has been prepared to protect all 3 groups of students, 5) in the aspect of student referrals, there was coordination with network partners for students to receive appropriate treatment, and 6) in terms of communication, there was good relationship building with network partners and there was cooperation to develop work to be more efficient.