Guidelines for Developing Participation in Internal Quality Assurance Operations of Special Education Center Efficiency Promotion Network Group teachers, Network Group 8

Abstract

The purposes of this research article were 1) to study the conditions and problems of participation in internal quality assurance operations of teachers; 2) to compare the conditions of participation in internal quality assurance operations of teachers classified by educational level and work experience; and 3) to study the guidelines for developing participation in internal quality assurance operations of teachers in the Special Education Center Efficiency Promotion Network, Group 8. This was a mixed methods research. For quantitative research, the sample group used in the research was 181 special education center teachers. The sample size was determined using the Krejci and Morgan tables. The instrument used was a questionnaire with a consistency index of 0.60-1.00 and a reliability of 0.875. Data were analyzed using a ready-made statistical program to analyze mean, standard deviation, frequency, percentage, t-test, F-test, and for qualitative research, interview with 17 experts was conducted using a structured interview form developed by the researcher according to the conceptual framework of the interview. Content analysis was done. The research results found that 1) the participation conditions in internal quality assurance operations of teachers in the Special Education Center Efficiency Promotion Network Group 8 were overall at a high level and the problems of participation of most teachers lacked knowledge and understanding of quality assurance, did not know how to proceed with the operation, did not create new models that should be implemented, and most educational institutions lacked control, inspection and evaluation; 2) the results of the comparison of the participation conditions in internal quality assurance operations of teachers in the Special Education Center Efficiency Promotion Network Group 8 classified by education level and classified by work experience found no difference; 3) the guidelines for developing participation in internal quality assurance operations of teachers were that administrators should promote and support teachers to participate in quality assurance operations at every step, organize training to provide knowledge about the quality assurance system so that teachers had clear knowledge and understanding.