Guidelines for Developing Teachers’ Participation in Internal Quality Assurance of Schools under the Secondary Educational Service Area Office Singburi Angthong

Abstract

The objectives of this research were 1) to study the conditions and problems of teachers' participation in internal quality assurance; and 2) to propose guidelines for developing teachers' participation in internal quality assurance of schools. The research method consisted of 2 steps: Step 1 studied the conditions and problems of teachers' participation in internal quality assurance. The sample consisted of 285 teachers under the Secondary Educational Service Area Office Singburi Angthong, obtained by multi-stage random sampling. The research tool was a questionnaire with a reliability of 0.98. Statistics used in data analysis were percentage, mean and standard deviation. Step 2 proposed guidelines for developing teachers' participation in internal quality assurance of schools. The main informants were 5 school administrators obtained by a purposive sampling. The research tools were interview forms and content analysis.

          The results of the research revealed that 1) The condition of teachers' participation in internal quality assurance of schools as a whole was practiced at a high level. As for the problem of teachers' participation in internal quality assurance of schools, the overall problem was at a low level and 2) Guidelines for the development of teacher participation in internal quality assurance of schools consist of 17 practical items divided by 7 steps of internal quality assurance as follows: 2.1 There are 3 practical items in setting up educational standards, for example, school administrators organize a learning exchange for teachers to understand educational standards. 2.2 The preparation of educational management development plans of schools consists of 2 items of practice, for example, allowing teachers to participate in SWOT analysis planning through school teacher meetings. 2.3 Implementation of the educational management development plan consists of 3 items of practice, for example, school administrators allow teachers to participate in decision-making and implement the PDCA process. 2.4 Evaluation and examination of educational quality of schools consists of 2 items of practice, for example, allowing teachers to participate in planning and conducting a clear operating calendar. 2.5 Following up on the results of the development of educational institutes consists of 3 items of practice, for example, organizing the creation of a professional learning community (PLC) for teachers to participate in opinion reflection. 2.6 Preparation of an school self-assessment report consists of 2 items of practice, such as providing a channel for teachers' participation in collecting information and publicizing information, and 2.7 Developing schools for continuous quality consists of 2 items of practice, such as organizing a training program for developing teachers' potential and a study visit from a model school on internal quality assurance of schools.