The Development of a Management Model for the Learning Center based on the Philosophy of Sufficiency Economy in Education to Enhance the Institutional Quality of Chumchonwat Sridongyen School, Chiang Mai Primary Educational Service Area Office 3: PRIPOAS

Abstract

The objective of this research were to: 1) study the components and management guidelines; 2) develop and validate the suitability of the model; 3) implement the model; and 4) evaluate the outcomes of the management model for the Learning Center based on the Philosophy of Sufficiency Economy in Education to enhance the institutional quality of Chumchonwat Sridongyen School, Chiang Mai Primary Educational Service Area Office 3. The research methodology included document synthesis, questionnaires, expert interviews, and best practice studies from exemplary schools. Quantitative data were analyzed using mean and standard deviation, while qualitative data were analyzed through content analysis. The model was validated by experts through focus group discussions.

The research findings were as follows:

1. The components and management guidelines for the Learning Center consist of 6 elements: 1) Model Objectives, 2) Model Principles, 3) Inputs, 4) Management Processes, 5) Outputs, and 6) Evaluation Guidelines and Conditions for Success.


2. The results of the development and validation of the management model for the Learning Center based on the Philosophy of Sufficiency Economy in Education to enhance the institutional quality of Chumchonwat Sridongyen School, Chiang Mai Primary Educational Service Area Office 3: The PRIPOAS Model. The model consists of 6 key components: 1) Purpose 2) Rationale 3) Inputs 4) Process 5) Outcomes

6) Assessment and Success Conditions. The findings indicated that the model’s suitability, feasibility, and utility were at a high level.

1. The results of the model implementation revealed that student quality, specifically academic achievement across 8 learning areas in the 2024 academic year, was higher than in the 2023 academic year across all subjects. Teachers’ quality and operational skills were overall at the highest level. Administrators, teachers, and educational personnel received honors and recognition from government agencies in the 2024-2025 academic year, accounting for 100 percent. Furthermore, the quality of management processes was operated at the highest level.


2. The evaluation of the management model showed that teachers, the Basic School Board, and parents expressed the highest level of satisfaction with its implementation.