Developing Learning Managemental Model to Promote Discipline of the Upper Secondary School Students of Ban Mae Salid Luang Witthaya School

Abstract

This research article aimed to: 1) Study and analyze the current state of developing a management model for promoting discipline; 2) create a model; 3) test the model; and
4) evaluate and refine the model. This is a research and development (R&D) study. The main informants include administrators, teachers, and teaching practitioners. The research tools used include document study, interviews, focus group discussions, process evaluation forms, and satisfaction surveys. Data analysis involves content analysis, basic statistical analysis, and summarizing the results descriptively.

The research found that:

1. Ban Mae Salid Luang Wittaya School still lacks mechanisms for involving parents in providing feedback for educational development and lacks clear measures for promoting discipline in the learning process. Additionally, there are deficiencies in instructional management factors and teacher preparation.
2. The model synthesis involves the following steps: 1) controlling the learning process to achieve goals; 2) providing useful information to learners; 3) creating a learning atmosphere; 4) allowing learners to learn according to self-constructivist theory; 5) having learners present their work and having peers and teachers collaboratively assess and reflect on learning outcomes; 6) enabling learners and teachers to connect and summarize learning outcomes; and 7) summarizing learning results.
3. The testing of the management model for promoting discipline was implemented using the PDCA quality cycle, with 7 operational steps according to the defined model.

4. The evaluation of the learning process for promoting discipline showed that 54.62% of evaluators rated the quality as high, 24.37% rated it as very high, and 14.29% rated it as acceptable. The average evaluation result was 95%, indicating that the model was deemed “passed.” Satisfaction with the management model for promoting discipline was high, with an overall average rating (x̅) of 3.96 and a standard deviation (S.D.) of 0.60.