QUALITY ASSURANCE MANAGEMNET IN EDUCATIONAL INSTITUTIONS WITHING THE PHU NAM RIN SCHOOL GROUP UNDER THE UTTARADIT PRIMARY EDUDCATION SERVICE AREA OFFICE 2
Article Sidebar
Main Article Content
Abstract
This study aimed to 1) investigate the level of quality assurance management in educational institutions within the Phu Nam Rin School Group under the Uttaradit Primary Educational Service Area Office 2) compare the quality assurance management in educational institutions within the Phu Nam Rin School Group under the Uttaradit Primary Educational Service Area Office 2, classified by educational level and work experience. 3) examine the guidelines for developing quality assurance management in educational institutions within the Phu Nam Rin School Group under the Uttaradit Primary Educational Service Area Office 2. The study employed a mixed-methods research design. The quantitative population consisted of 81 teachers from nine schools in the Phu Nam Rin School Cluster. The qualitative data were obtained through semi-structured interviews with eight school administrators. The research instruments included a teacher questionnaire and a semi-structured interview guide. Quantitative data were analyzedusing frequency, percentage, mean, standard deviation, the independent samples t-test, and one-way analysis of variance (ANOVA), while qualitative data were analyzed through content analysis.
The findings revealed that: 1) the overall level of educational quality assurance management, as well as each individual dimension, was at the highest level. Ranked by mean scores from highest to lowest, the dimensions were student quality development (μ = 4.86, σ = 0.33), teacher and personnel quality development (μ = 4.82, σ = 0.38), quality management process development (μ = 4.80, σ = 0.39), administrator quality development (μ = 4.76, σ = 0.38), and learning management process development (μ = 4.75, σ = 0.40).
2) There were no statistically significant differences in quality assurance administration among schools in the Phu Nam Rin School Cluster under the Uttaradit Primary Educational Service Area Office 2 based on educational level and work experience at the .05 level of significance.
3) The proposed guidelines for improving educational quality assurance management included: (1) establishing a vision and goals for student quality development aligned with educational standards, conducting individual student analyses, and strengthening supervision, monitoring, and evaluation systems; (2) promoting learner-centered instruction through Active Learning, Project-based Learning, and self-directed knowledge construction; (3) enhancing teachers’ and educational personnel’s competencies through Professional Learning Communities (PLC), Individual Development Plans (ID Plans), and the appropriate use of technology; (4) strengthening leadership through administrators’ professional development plans, Performance Agreements (PA), and innovative management; and (5) applying the Deming Cycle (PDCA) systematically, encouraging participation from teachers, parents, and the community, implementing internal supervision and school self-assessment, and employing SWOT analysis as a tool for planning continuous quality improvement.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Chaiworran, K. (2024). Teacher Participation in Internal Quality Assurance Implementation of Welfare School Group 6 under the Bureau
of Special Education Administration . (Doctoral dissertation). University of Phayao. Phayao.
Duangthep, A. (2020). Internal Quality Assurance Implementation of Schools under the Nakhon Si Thammarat Primary Educational
Service Area Office. Journal of Academic Santapol College, 6(1), 145–152.
Kaewrakmook, S., Rattanachuwong, P., & Yawirach, P. (2023). Guidelines for Academic Administration to Enhance Students’ Learning
Achievement at Ban Santikhiri School under the Chiang Rai Primary Educational Service Area Office 3. Journal of Education Academic
Chiang Rai Rajabhat University, 8(2), 101–124.
Laomee, N., Sorapan, C., & Sudsomboon, S. (2024). Technological Leadership of School Administrators Affecting Teachers’ Active
Learning Management in Schools under the Nonthaburi Primary Educational Service Area Office 1. SSRU Graduate Studies Journal,
(2), 40–68.
National Education Act, B.E. 2542. (1999). (1999/19/August). Royal Gazette. 116/74a, 1-23.
Office for National Education Standards and Quality Assessment. (2018). Educational Quality Assurance Manual. Bangkok: ONESQA.
Office of the Education Council. (2017). National Education Plan 2017–2036. Bangkok: Ministry of Education.
Pimphanit, J., & Kongphet, Y. (2025). Teacher Participation in Internal Quality Assurance Implementation in Schools under Khon Kaen
Primary Educational Service Area Office 2. Santiya Phiwat Wat Nong Nok Kot Journal, 3(5), 232–251.
Sae-Lim, T. et al. (2023). Internal Quality Assurance Administration of Schools under the Secondary Educational Service Area Office
Lopburi. Siang Tham Chak Mahayana Journal, 9(2), 132–144.
Srisa-ard, B. (2013). Preliminary Research. (9th printing). Suwiriyasan.
Wisaruetapa, W., Suwan, S., & Phonphanich, S. (2025). Monitoring and Evaluation of Teacher and School Development for the
Continuous Enhancement of Educational Quality at Prince of Songkla University. Journal of Integration Social Sciences and
Development, 5(1), 344–353.
