APPROACHES FOR SCHOOL ADMINISTRATION BASED ON SCHOOL AS A LEARNING COMMUNITY CONCEPT UNDER THE BANGKOK METROPOLITAN ADMINISTRATION

Abstract

The purposes of this research were: (1) to examine the current and desirable conditions of school administration based on the School as a Learning Community (SLC) concept under the Bangkok Metropolitan Administration (BMA), and (2) to propose approaches for school administration based on the SLC concept under the BMA. This study employed a mixed-methods research design and was conducted in two phases. The first phase focused on investigating the current and desirable conditions of school administration.          The sample consisted of 390 participants, including school principals, vice principals, and teachers from schools under the BMA. The research instrument was a five-point rating scale questionnaire with an overall reliability coefficient of .79. Data were analyzed using mean, percentage, and standard deviation. The second phase aimed to develop approaches for school administration based on the SLC concept. The key informants were six school principals and experts. A semi-structured interview was used as the research instrument. Data were analyzed using mean, standard deviation, the modified Priority Needs Index (PNI_modified), and content analysis.

  The research findings revealed that: (1) the operational aspect had the highest mean score for both the current and desirable conditions of school administration, while the decision-making aspect demonstrated the highest priority need, ranking first according to the PNI_modified (PNI__modified = 0.35); and (2) the approaches for school administration based on the SLC concept under the BMA consisted of 4 major approaches comprising a total of 17 operational processes. These included: Approach 1: Decision-making, consisting of 4 processes; Approach 2: Implementation, consisting of 5 processes; Approach 3: Benefit realization, consisting of 4 processes; and Approach 4: Evaluation, consisting of 4 processes.