GUIDELINES FOR SUSTAINABLE SCHOOLS DEVELOPMENT UNDER SECONDARY EDUCATIONAL SERVICE AREA OFFICE NONG KHAI.

Abstract

This research aims to 1) study the current and desired states of sustainable school development under the Nong Khai Secondary Educational Service Area Office, and 2) explore guidelines for developing sustainable schools in this area using a descriptive research method. The sample consisted of 290 administrators and teachers, determined using Krejcie and Morgan's table. The first phase involved collecting quantitative data through a questionnaire with a reliability of 0.998, analyzed using statistics such as frequency, percentage, standard deviation, and Priority Needs Index Modified (PNI_Modified )  . The second phase involved qualitative data collection through interviews with five experts, analyzed and presented descriptively.

Research results: The findings showed that the current state of sustainable school development is generally low, while the desired state is very high. The most critical needs for sustainable school development were: 1) strategic planning (PNI_Modified= 1.00) 2) systematic monitoring and evaluation (PNI_Modified =0.92) and 3) proactive teaching and learning management (PN_IModified = 0.91)

The study proposes the following guidelines for sustainable school development:

1) Strategic Planning: Administrators should set a clear direction for the organization with strategic planning involving administrators, teachers, educational staff, and stakeholders to ensure mutual understanding and achievement of school development goals. 2) Proactive Teaching and Learning: Administrators should promote the design of school curricula that align with current situations, encourage teachers to seek further knowledge for teaching improvement both online and onsite, and foster student engagement both in-class and online, supporting students' self-directed learning. 3) Creative Personnel Development: Administrators should motivate and inspire teachers, promoting self-development in technology use, second language proficiency, and innovation creation. 4) Continuous Student Quality Improvement: Administrators should encourage teachers to use digital technology as a tool to enhance learning, update the learning environment, develop learning resources, and promote moral and ethical values among students. 5) Systematic Monitoring and Evaluation: Clear and appropriate measurement and evaluation tools should be developed, with results used for continuous improvement of teachers, students, and schools. 6) Social Responsibility: Administrators should foster collaboration between schools, parents, and communities to facilitate student learning in context, allowing input from parents and communities in educational development, and leveraging the community as an out-of-classroom learning resource to support student learning.