Strategies for The Utilization of External Quality Assessment Results to Enhance Educational Quality and The Accountability of Basic Education Institutions

Abstract

This research employs a mixed-methods approach with the following objectives were to 1) study the current and desired conditions, 2) analyze strengths, weaknesses, opportunities, and threats, and 3) develop strategies for utilizing external quality assessment results to enhance educational quality and strengthen accountability in basic education institutions. The sample and informants consisted of 658 school personnel, including school administrators and teachers responsible for educational quality assurance. The sample size was determined using Taro Yamane's (1967) ready-made table, with multi-stage sampling conducted by province and educational service area. Purposive sampling was used to select specific schools, comprising 356 individuals from Primary Educational Service Area Offices and 302 from Secondary Educational Service Area Offices. Research instruments included questionnaires and strategy evaluation forms. The questionnaires had an Index of Item-Objective Congruence (IOC) ranging between 0.80–1.00. The reliability coefficient for measuring the current conditions of implementing external quality assurance results to enhance educational quality and strengthen accountability in basic education institutions was .996, while for the desired conditions, it was .992. Quantitative data were collected using questionnaires, and qualitative data were gathered through focus group discussions. The quantitative data were analyzed using frequency, percentage, mean, standard deviation, and Modified Priority Needs Index (PNIModified). The qualitative data were analyzed using content analysis.

Research findings revealed that: 1) Current and desired conditions for utilizing external quality assessment results to enhance educational quality and strengthen accountability in basic education institutions: 1.1) Schools under Primary Educational Service Area Offices: (1) Regarding internal environment for enhancing educational quality, both current and desired conditions were at high levels overall. For strengthening accountability, the current condition was at a moderate level overall, while the desired condition was at a high level. (2) Regarding external environment for enhancing educational quality, the current condition was at a moderate level overall, while the desired condition was at a high level. For strengthening accountability, the current condition was at a moderate level overall, while the desired condition was at a high level. 1.2) Schools under Secondary Educational Service Area Offices: (1) Regarding internal environment for enhancing educational quality, the current condition was at a moderate level overall, while the desired condition was at a high level. For strengthening accountability, the current condition was at a high level overall, while the desired condition was at the highest level. (2) Regarding external environment for enhancing educational quality, the current condition was at a moderate level overall, while the desired condition was at a high level. For strengthening accountability, both current and desired conditions were at high levels overall. 1.3) Priority order of needs for enhancing educational quality in schools under the Primary Education Service Area Office shows that: (1) Internal environment factors, in order of priority: learning outcomes, development of learning management quality, and development of school administrative management quality. (2) External environment factors, in order of priority: technological factors, social factors, political and government policy factors, and economic factors. 1.4) Priority order of needs for strengthening accountability in schools under the Primary Education Service Area Office shows that: (1)Internal environment factors, in order of priority: development of school administrative management quality, learning outcomes, and development of learning management quality. (2) External environment factors, in order of priority: political and government policy factors, economic factors, social factors, and technological factors. 1.5) Priority order of needs for enhancing educational quality in schools under the Secondary Education Service Area Office shows that: (1) Internal environment factors, in order of priority: learning outcomes, development of learning management quality, and development of school administrative management quality. (2) External environment factors, in order of priority: political and government policy factors, economic factors, social factors, and technological factors. 1.6) Priority order of needs for strengthening accountability in schools under the Secondary Education Service Area Office shows that: (1) Internal environment factors, in order of priority: development of learning management quality, learning outcomes, and development of school administrative management quality. (2) External environment factors, in order of priority: technological factors, political and government policy factors, economic factors, and social factors.

2) Strengths, weaknesses, opportunities, and threats in utilizing external quality assessment results to enhance educational quality and strengthen accountability in basic education institutions: 2.1) Schools under Primary Educational Service Area Offices: (1) For enhancing educational quality: School management quality development and learning management quality development were identified as strengths, while learning outcomes were identified as weaknesses. Economic factors and political and government policy factors were identified as opportunities, while social factors and technological factors were identified as threats. (2) For strengthening accountability: Learning outcomes and learning management quality development were identified as strengths, while school management quality development was identified as a weakness. Technological factors were identified as opportunities, while political and government policy factors, economic factors, and social factors were identified as threats. 2.2) Schools under Secondary Educational Service Area Offices: (1) For enhancing educational quality: School management quality development and learning management quality development were identified as strengths, while learning outcomes were identified as weaknesses. Economic factors, social factors, and technological factors were identified as opportunities, while political and government policy factors were identified as threats. (2) For strengthening accountability: School management quality development was identified as a strength, while learning outcomes and learning management quality development were identified as weaknesses. Political and government policy factors, economic factors, and social factors were identified as opportunities, while technological factors were identified as threats.

3) Strategies for utilizing external quality assessment results to enhance educational quality and strengthen accountability in basic education institutions comprised 3 main strategies, 34 sub-strategies, and 90 strategic activities.