A STATES OF CONDITIONS OF OPERATING QUALITY CLASSROOMS OF THE SCHOOL OF THE OFFICE OF UBON RATCHATHANI PRIMARY EDUCATIONAL SERVICE AREA 1

Abstract

The objectives of this research were 1) To study the operating conditions of quality classrooms of schools under the Office of Ubon Ratchathani Primary Educational Service Area 1. 2) To compare the operational conditions of quality classrooms of schools under the Office of Ubon Ratchathani Primary Educational Service Area 1, classified by position, educational background, and work experience. 3) To study guidelines for operating quality classrooms under the Office of Ubon Ratchathani Primary Educational Service Area 1. The research sample included 107 school administrators and 107 teachers, a total of 214 participants using a simple random method. The sample was determined by applying the Krejci and Morgan table. The target group of qualitative research included six school administrators and teachers selected through purposive sampling. The research tools are a 5-level rating scale questionnaire and a structured interview. The reliability value for the entire questionnaire is .93. Statistics used in data analysis include frequency, percentage, mean, standard deviation, t-test, and F-test.The research results found that 1) Overall, States of operating quality classrooms of the school under the Office of Ubon Ratchathani Primary Educational Service Area 1 are at the highest level. 2) A comparison of operating conditions of quality classrooms in schools under the Office of Ubon Ratchathani Primary Educational Service Area 1, classified by position, educational qualifications and work experience, resulted in significant differences at the .01 level. 3) Guidelines for operating quality classrooms of schools under the Office of Ubon Ratchathani Primary Educational Service Area 1 found that 1) Improving the quality of classrooms through change, educational institutions should equip each classroom with proper media and equipment to support effective learning management. Encourage teachers to create self-development plans and attend the exchange of professional knowledge (PLC). 2) Standards-based learning design, school administrators should encourage teachers to create learning management plans that are consistent with learning standards and indicators. The organization of learning management should align with the specified management plan. The evaluations focus on the importance of assessing student competencies and actual conditions using various methods. 3) Classroom action research, educational institutions should encourage teachers to develop skills and knowledge in classroom action research and conduct classroom action research at least once per academic year to develop learning management continuously. 4) Using ICT for learning management, educational institutions should encourage teachers to develop skills in using ICT media and design learning management plans that promote the use of ICT. The school should have systematic management of educational institution information. 5) Cultivating positive discipline, educational institutions should encourage teachers to see the importance of practicing positive discipline in the classroom, and develop students according to their potential. Motivate students to consistently exhibit proper performance.