The Development Administrative of a School-Based Management under the secondary educational service area office 24

Abstract

The research aimed to: 1) study the administrative components and the indicators2) study the current and contented and 3) develop the administrative guideline based on the schools under the secondary educational service area office 24. This study is divided into three phases. Firstly, study the administrative components and the indicators based on the schools under the secondary educational service area office 24. Secondly, the current and contented administrations of the schools under the secondary educational service area office 24 are studied. Lastly, the best practice school guidelines under the secondary educational service area office 24 are developed.The study found that;

1. The administrative components and indicators based on the schools under the secondary educational service area office 24 were 1) academic affair administration 2) financial administration 3) personnel administration 4) general administration

2. The holistic practice of the current administration of the schools under the secondary educational service area office 24 was average level. Individually, the satisfaction was much for two criteria and was at average for two criteria as well. The order of the satisfaction for each criterion from the most satisfaction to the least were financial administration, academic affair administration, personnel administration, and general administration.The holistic practice of the contented was much level. Individually, the satisfaction was very much only one criterion and was at much level for three criteria. The order of the satisfaction for each criterion from the most satisfaction to the least were academic affair administration, financial administration, personnel administration, and general administration.

3. The Development Administrative of a School-Based Management under the secondary educational service area office 24 consisted of four major components and four minor components. Firstly, the academic affair administration based on school which to the independent school curricular management. This curriculum was managed in accordance schools’ context, students’ needs, learning activities, community, and national core curriculum. The school also shew the evidences which related to the criteria of quality standard and could be inspected. Moreover, there was the continuous development. Secondly, financial administration based on school that could be administrated independently, flexibly, neutrally, and accountably. In addition, all committees could participate in consulting, making decision, and planning according to the school projects. Moreover, all departments were encouraged to determine their practical management for academic affair, financial, personnel, and general administration in order to be quick, accurate, and inspectable. Thirdly, there was a development plan for teachers and academic officers for the systematic and consistent education and the continuous benefit for school committees. Also, there was the participation in order to conduct curriculum, teaching and learning activities, and assessment. Teachers were developed through various, consistent, and quick activities which affected the quality of education and the intra standard of organization. Accordingly, this development plan could be clearly inspected. Lastly, systematic service, quality of organization, and consistent effectiveness were enhanced in order to let personnel, committees, parents, and communities take part in managing school. This could help make self-awareness in supporting school independently and flexibly. Furthermore, parent meeting was conducted in order to raise the better understanding, attitude toward organization, and the readiness for supporting school.