The Administration of Learning Management of Schools in the Singhanatrachalai Network Group under the Mae Hong Son Primary Educational Service Area Office 1.

Abstract

This research aimed to 1)  Study the management of learning administration in schools within the Singhanatratchalai Network 2) Explore guidelines for the development of learning management in schools within the Singhanatratchalai Network under the jurisdiction of the Mae Hong Son Primary Educational Service Area Office 1. The research sample included school administrators and teachers, while the target group comprised experts, totaling 103 participants. The research instruments were questionnaires and interviews. Data were analyzed using frequency, percentage, mean, standard deviation, and content analysis. The reliability coefficient of the instrument was 0.95.

The research findings revealed that :

1) the administration for learning management of schools in the Singhanatrachalia Netwerk Group under the Mae Hong Son Primary Educational Service Area Office 1, overall, was at a high level. When consideration each aspect, it were found that at high level in every aspect. The average values from the highest to the lowest was as follows the teachers and educational personnel aspect, the planning of learning management plans aspect, the aspect of teaching and learning management, use of teaching media, learning resources, and communication technology, the school curriculum and leaning content aspect, and the measurement and evaluation of learning outcomes aspect, respectively.

2) The guidelines to develop the administration for learning management were that school administrators should promote cooperation between schools, communities, and various organizations to develop the quality education. They should continuously develop themselves and learning through technology and teamwork. They should plan and supervise learning. The learning management process through media and PLC process should be improved to develop teachers' skills and create collaborative learning spaces. Evaluation should be done through various methods. Evaluation guidelines should be established that are consistent with curriculum and evaluation tools should be developed that are consistent with authentic assessment. Technology should be used to create problem situations to systematically promote students' thinking and problem-solving skills.