The Development of School Management Model for Excellence by using Digital Technology to Enhance Student Quality at Chumchon Bannongyao School, Ubonratchathani Primary Educational Service Area Office 5

Abstract

This research aimed to: (1) examine fundamental information, (2) develop a management model, (3) implement the model, and (4) evaluate the model. This research employed a research and development (R&D) design. The sample included 372 participants comprising school administrators, teachers, parents, and members of the Basic Education Institution Committee; 5 experts; and 329 students. Research tools consisted of questionnaires (reliability .980), interview forms, tests (difficulty .50, discrimination index 1.00), evaluation forms, document analysis forms, and focus group discussion forms. Data analysis was using content analysis and statistics such as descriptive statistics, t-tests, relative gain scores, and priority needs index. The findings revealed that: (1) The components of school management for excellence included leadership, strategic planning, management, personnel development, learning activity management, and student-centered focus. (2) The current condition was rated at a high level, and the expected condition was the highest level. (3) The developed model consisted of principles, objectives, content, implementation, evaluation, and success conditions. The model and its manual were rated as highly accurate and appropriate. (4) The model implementation revealed that teachers’ knowledge had significantly improved, and the school management was highly effective. (5) The model evaluation showed that: The Ordinary National Educational Test  results in the 2024 academic year indicated that Grade 6 students achieved average scores higher than both the regional and organizational averages, while Grade 9 students outperformed the national average, with a 4.25 percent increased from the 2023 academic year. (2) 99.16 percent of students demonstrated desirable characteristics at a good level or above. (3) 96.39 percent of students achieved core competencies at a good level or above. (4) 81.72 percent of students exhibited self-directed learning abilities at a good level or above. (5) The model’s feasibility, usefulness, and satisfaction were rated at the highest level.