ความต้องการจำเป็นของการประเมินคุณภาพภายนอกโดยอิงผู้มีส่วนได้ส่วนเสียสำหรับสถานศึกษาขั้นพื้นฐาน

Sukanya Chaemchoy; Shunnawat Pungbangkradee; Thaworn Intaraamorn

Authors

Sukanya Chaemchoy Department of Educational Policy, Management, and Leadership, Faculty of Education, Chulalongkorn university, Thailand
Shunnawat Pungbangkradee Faculty of Education, Chulalongkorn University
Thaworn Intaraamorn

Keywords:

External quality assurance, Stakeholders, Basic Education Institutions

Abstract

This research is a descriptive study aimed at 1) study the current state and the desired state, and 2) study the priority needs index of a stakeholder-driven external quality assessment system for basic education schools. The population for the study includes 29,119 schools under the Office of the Basic Education Commission for the academic year 2021. The sample group consists of 428 schools. The research respondents included school administrators, teachers, parents, community representatives, students, representatives from the educational service area offices, and external evaluators, totaling 1,041 individuals. The research tool used is a questionnaire regarding the current state and desired state of a stakeholder-driven external quality assessment system for basic education schools. This questionnaire consisted of a checklist and a 5-point Likert scale questions, with content validity index (IOC) ranging from 0.67 to 1.00 and a reliability coefficient of .97. The statistics used for data analysis include mean, standard deviation, and modified priority needs index (PNI_modified). The findings revealed that 1) the phase with the highest current status for the stakeholder-driven external quality assessment system was the pre-assessment phase ( = 3.80, SD = 0.734), followed by the collaborative assessment phase ( = 3.75, SD = 0.777), the assessment preparation phase ( = 3.71, SD = 0.797), and the post-assessment phase ( = 3.70, SD = 0.803). The phase with the highest desired state was also the pre-assessment phase ( = 4.11, SD = 0.713), followed by the assessment preparation phase ( = 4.03, SD = 0.767), the collaborative assessment phase ( = 4.03, SD = 0.783), and the post-assessment phase ( = 4.01, SD = 0.793). 2) The phase with the highest priority needs index was the assessment preparation phase (PNI_modified = 0.086), followed by the post-assessment phase (PNI_modified = 0.084), the pre-assessment phase (PNI_modified = 0.081), and the collaborative assessment phase (PNI_modified = 0.076), respectively.

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