Key performance indicators and factors influencing accomplishments of pilot schools in Chiang Mai education sandbox under the Education Sandbox Act B.E.2562

บทคัดย่อ

The purpose of this research was to analyze the components of success
indicators for pilot schools in Chiang Mai Province, in accordance with
the Education Sandbox Act B.E. 2562. The target group consisted of
1,668 individuals, including teachers and administrators from pilot schools,
provincial education officials, administrators from primary and secondary
education service areas in Chiang Mai, educational supervisors, and faculty
members from teacher training institutions who had previously conducted
research in pilot schools. The instruments used were focus group discussion
records and a success indicator questionnaire consisting of 53 items, all of
which demonstrated discriminative power and a reliability coefficient of .987.
Content analysis, t-tests, Cronbach’s alpha coefficients, correlation coefficients,
the Kaiser-Meyer-Olkin statistic, and exploratory factor analysis were
employed in the research.
The findings revealed 53 success indicators categorized into five components:
(1) Teacher competencies in designing instruction and assessing learning
outcomes for sustainable student development, with 18 indicators;
(2) Administrative competencies aimed at building confidence among teachers
and stakeholders to drive the organization towards sustainable education,
with 13 indicators; (3) Schools having a systematic process for teacher
and curriculum development according to the Educational Innovation Area
Act B.E. 2562, with 12 indicators; (4) A positive working culture among
teachers and administrators, with 5 indicators; and (5) Reinforcement
from student outcome visibility and support from teacher training institutions,
with 5 indicators.