The Development of a Partnership School Administration Model for Learning Resource Development of Anuban Tat Khwan School under the Chiang Rai Primary Educational Service Area Office 4

Abstract

The objective of this research article was the development of a partnership school administration model for learning resource development of Anuban Tat Khwan School under the Chiang Rai Primary Educational Service Area Office 4. It was divided into four steps: 1) to survey the context via analyzing and synthesizing relevant document research findings, investigating the problem condition and needs by workshop, and conducting multi - case studies of 5 role model of s partnership school with best practices in management, 2)  creating and review the model by 7 educational experts, 3) implementing the model, then summary of learning resource development and the use of learning resource in teaching and learning management and 4) evaluating and reflecting the model by 21 school networks. The research tools were workshop meeting, semi - structure interview, summary form, evaluation form and reflection meeting. Research data were percentage, mean, standard deviation, analyzed with content analysis in order to synthesize to derive at conclusions. The results of this research were as follows: 1) the partnership school administration solutions were making participation with school networks to development learning resource for integrating learning management to raise academic achievement, practice students’ professional skills, strengthen competencies of learners and desirable characteristics according to the curriculum, 2) The partnership school administration model consists of 6 major components: principles, goals, inputs, process, output and feedback from environment, 3) The school developed learning resource consists of 8 learning resources and the results of using learning resources in integrated learning management include: students have academic achievement in every learning area higher than the specified target value, the practiced students’ professional skills are goat farming, melon cultivation farm, NFT and deep water culture farm, garden water system, hat sewing, Thai music and Sabad Chai drumming, bakery and little business activity with the results of practiced students’ professional skills accounted for 99.09 percent, strengthen competencies of learners accounted for 98.36 percent and desirable characteristics according to the curriculum accounted for 99.32 percent and 4) School network’s opinion on principles, goals, inputs, process, output and feedback from environment of model in overall was at the highest level and reflection meeting result was school should make participation with other networks to mobilize resources to develop learning resources in other school learning resources and should be systematic monitoring and evaluation in order to use it as a guideline for continuous improvement and development.