A model for Area-Based Educational Network Partnerships to Promote Self-Developing Schools in Phetchabun Province

Abstract

The purposes of this research article were 1) to study the educational development needs in specific areas and approaches to driving educational development through interviews with four experts using a semi-structured interview guide; 2) to create and validate a model. The drafting of the model involved a meeting with fifteen experts, and its suitability was verified through a brainstorming session with nine experts using a semi-structured interview guide and a suitability evaluation form; 3) experimental method. The experimental group consisted of 36 people, comprising representatives from provincial network mechanisms, school network mechanisms, and collaborative network mechanisms, using an evaluation form for the model's implementation, a questionnaire on opinions regarding its suitability, and a questionnaire on promoting self-developing schools. The data were analyzed using means and standard deviations; and 4) to evaluate the model. The data providers consisted of 177 representatives from provincial and school networks. A questionnaire was used to reflect on the outcomes of the activity. Data was analyzed using mean and standard deviation, content analysis, and inductive reasoning. The research findings revealed that 1) the study of the needs for area-based educational development and effective approaches to driving area-based educational development showed that educational administrators should have a 3-year action plan with the participation of all sectors. Academic support from local higher education institutions should be provided to enhance academic potential. The approaches to driving area-based educational development included a collaborative network mechanism, roles and responsibilities, working methods, relationship-building activities, and 2 conditions for success; 2) the creation and verification of the model showed that the model had 4 components, 3 conditions for success, and was appropriate in all aspects; 3) the results of the experiment using all three mechanisms showed that the roles and responsibilities were carried out according to the model's specifications. The evaluation of the appropriateness of the implementation was at a high level in all stages, and the promotion of self-developing schools, covering all 8 areas, was at the highest overall level; 4) the evaluation of the model in terms of efficiency and cost-effectiveness was at a high overall level in all aspects.