Approach to Developing Inclusive Learning Management of School Administrators in Schools under the Bangkok Metropolitan Administration
DOI:
https://doi.org/10.14456/rc-sdj.2025.03Keywords:
inclusive learning management, development of educational administrators, G4 STEPsAbstract
Background: Lack of knowledge and lack of importance given to the development of an integrated education system to improve the quality of education and student outcomes may result in inclusive education management that is not efficient enough for quality school administration. Therefore, it is necessary to reform the education system first, leading to research studies that aim to study the current situation, desired conditions, and necessity, and to propose guidelines for the development of inclusive education management for school administrators under the Bangkok Metropolitan Administration.
Methods: This research used a mixed-method approach, divided into 2 phases. The first phase was the quantitative research phase. The sample group was obtained from Cohen's table, totaling 370 people. Multi-stage random sampling was used to collect data using an online questionnaire for 12 days. 343 sets of data (92.70%) were returned. Descriptive statistics were used to analyze the data to find the mean, standard deviation, and the modified priority needs index (PNImodified). The second phase was the qualitative research phase. The informants were selected by purposive sampling, totaling 7 people. The research instrument was a semi-structured interview form for collecting data using in-depth individual interviews. The data were analyzed using content analysis.
Results: The inclusive education management of school administrators under the Bangkok Metropolitan Administration is at the most desirable level, while the current condition is at a high level, indicating that there are still gaps that should be developed, especially in terms of tools, which are in the highest need for development (PNImodified=0.117). The results of the analysis led to the development of an inclusive education management system for school administrators under the Bangkok Metropolitan Administration, utilizing the “G4 STEPs” approach, which consists of four key steps: G: Giving Empathy, G: Giving Convenience, G: Giving Knowledge, and G: Giving Support.
Conclusions: The highest demand for tool development reflects the need to procure and use tools that are appropriate according to the “G4 STEPs,” which are tools that are used to systematically develop the potential of inclusive learning management for school administrators and respond to the necessities of the school to achieve real efficiency.
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