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Put policies into practice to continuously plan ways to promote civic-mindedness in the
curriculum, activities, training including steps to ensure control, follow-up and evaluation so that
projects reach a common standard. It is necessary to encourage people to systematically prepare
themselves for lifelong citizenship by cultivating values through practice, performance, and communal
activities relevant to democracy through the process of education, mass media, and political participation.
Kamsrichan, W. 2011 identifies a need for social research to provide more information regarding the
knowledge, skills, behaviour, moral qualities and ethical attitudes required to be a citizen of society as a
guideline for citizens in working together as a community, and regarding the cultural activities that
provide the foundation of knowledge, attainment, social ideals, and democracy-building in the family.
Niruntawee, S. 2005 suggests useful guidelines for build civic-mindedness in the community:
development of appropriate policy, incorporating the study of citizenship into the curriculum of education
institutions, and changing the social and political environment in ways that promote civic-mindedness.
Niruntawee, S. 2005 contends that this is the responsibility of every citizen.
Recommendations
1. Recommendations for making use of the research outcomes:
Based on the findings concerning the factors promoting and impeding civic-mindedness among
students in intensive secondary schools include schools, mass media, family, and political institutions,
the following guidelines for education management to promote civic-mindedness are proposed:
1.1 Education management to promote civic- mindedness in schools
Schools play a vital role in implementing policies and creating the curriculum. Education
management to promote civic-mindedness in secondary schools should: provide suitable
information to students; prepare strategic “one class one community” excursions for action learning
outside the school to provide students with the opportunity to stay in nearby communities and
schools to learn about real-life problems and how to solve such problems and promote democracy; and
institute a student council involving the appointment of leaders of groups and of activities.
1.2 Education management to promote the encouragement of civic-mindedness in family life
Families and schools play a key role in bringing up children to be civic-minded and
promoting democracy. A guidebook on the topic of “How to raise children to be civic-minded” should be
created. In addition, seminars and workshops can provide knowledge in various ways to promote
accurate understanding about the principles and guidelines of education in civic-mindedness.
1.3 Education management for civic- mindedness in the community.
Schools should engage in “Education for citizenship” outreach through media such as TV and
radio to promote understanding among parents of the principles and guidelines that apply to the promotion
of civic-mindedness.
2. Suggestions for future research 2.1 It is important to study civic-mindedness
behavior in each class and gather specific data on the strengths, weaknesses and the characteristics of
students so as to develop suitable ways of achieving the goal of developing civic-mindedness.
2.2. It is very important to undertake research to develop indicators and criteria for the
evaluation of civic-mindedness and to define the desirable characteristics of good citizenship.
References
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Jantawanit, S. 2013. Qualitative research methods. Bangkok: Chulalongkorn Printing.
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citizenship: Education policy for the twenty- first century: an executive summary of the
citizenship education policy study. Minnesota: University of Minnesota.
Kamsrichan, W. 2011. Civic-minded in the context of Thai civil society. Thesis of Doctor of
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Lincoln, Y. S., Guba, E. G. 1985. Naturalistic inquiry. Newbury Park, CA: Sage
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Niruntawee, S. 2011. Report a substance researchers learning to develop students to
become good citizens. MPP. Nopaket, S. 2008. Providing political education to
the citizens. Bangkok: Friedrich Ebert Stiftung. Office of the Education Council 2011. The eleventh
national economic and social development plan B.E. 2555 – 2559 A.D. 2012 – 2016.
Bangkok: Pimdeekarnpim. Office of the Education Commission. 2012.
Approach to teaching and learning in school standards. Bangkok: The Community
Cooperative of Thailand. Patton, M. Q. 2002. Qualitative evaluation and
research methods 3rd ed.. Thousand Oaks, CA: Sage.
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citizenship in Thailand, status, challenges and suggestions. Retrieved 5 September 2013
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Schwandt, T. A. 1997. Qualitative inquiry: A dictionary of terms. Thousand Oaks, CA: Sage.
Seidman, I. 1998. Interviewing as qualitative research: A guide for researchers
in education and the social sciences. 2nd ed.. New York: Teachers College Press.
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challenges and suggestions. Columbia University. Retrieved 5 September 2013 from
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Construction of a Simple Electronic Balance Based on Faraday’s Law of Induction
Pollawat Dumrongkitpakorn, Kheamrutai Thamaphat, Pichet Limsuwan
An accurate electronic balance was constructed in this work. The principle of the apparatus presented herein is based on
the Faraday’s law of induction. The main components consist of a pan, spring, search coil, and field coil. The pan was attached with
the spring that occupied a spring constant of 39.79 Nm. The search coil, which was 2,000 turns of 0.1 mm wire wound on a small
plastic bobbin, was fixed with the core of pan and inserted in a center of the field coil. The field coil was 1,400 turns of 0.6 mm
diameter wire wound on a cylindrical plastic with an inner diameter and height of 8 and 5 cm, respectively. A 0.3089 mA AC current
was applied to the field coil. As a result, a magnetic field inside the field coil acted as a solenoid was produced. When a sample was
placed on the pan, the pan and search coil level decreased. Due to the Faraday’s law, changing in the magnetic environment of the
search coil produces induced voltage across itself. The induced voltage was found to be increased linearly when the mass was
increased with high R2 value of 0.9983. The mass measured using this developed electronic balance is accurate up to four digits. The
maximum mass that can be measured is 30 g. Additionally, it can be used for demonstration of the magnetic phenomena.
Corresponding author: s903607yahoo.com
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Context and Direction of Physical Activities Promotion for Setting Strategies for being a
Healthy University of Prince of Songkla University
Nopadol Nimsuwan
Over 10 years ago, strategies to promote the physical activities of students and staff of Prince of Songkla University in its development plan
were not concrete. Promoting physical activities projects did not achieve objectives as they should have, as many students and staff members at all
levels did not cooperate with or participate in them. This qualitative research aimed to study the context and the direction of physical activities
promotion of Prince of Songkla University in order to bring about research results to guide the strategic planning for the operation of capability
development programs for being a healthy university in physical activities promotion in its Development Plan during 2016-2019. The study was
conducted with 30 personnel on the 5 campuses of Prince of Songkla University. A semi-structured interview protocol and an open-ended
questionnaire were used as research tools.
Findings about the context and the direction for physical activities promotion in PSU, based on the process of creating organizational analysis
or SWOT Analysis were presented and discussed. These will be relative to the current state, purpose of developing, development process, planning
needs survey and the problems of physical activities promoting with emphasis on the following: university policies and development plans,
information perception, university agencies’ support, personnel cooperation, budget and personnel and student behavior modification, including
solutions to these problems.
Corresponding author: nopadol.npsu.ac.th
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Current Conditions, Problems and Guidelines of Security Prevention for Teachers and Educational Personnel
in the three Southern Border Provinces :A Case study of Pattani Primary Educational Service Area Office I
Nida Mundee, Ekkarin Sungtong
Pattani located in the three Southern border provinces is a diverse region. Due to its diversity and longstanding historical backgrounds, the unrest took place in 2004 harmed many
teachers and educational personnel’s lives. Different strategic security preventions were developed in order to deal with the ongoing unrest. This qualitative study aimed to examine
current conditions, problems and guidelines of security prevention for teachers and educational personnel in the three Southern Border provinces : A case study of Pattani Primary Educational
Service Area Office I. Key informants of this study were 10 teachers and educational personnel of Pattani primary Educational Service Area Office I, 4 military, 4 policemen, and 4
civil-political in Pattani Province. A purposeful selection was employed to select sites and participants for the study. Research instruments were a semi-structured interview protocol,
related documents and the researcher as a key instrument. Data were analyzed by using content analysis. The findings of this study revealed that current condition of the security of teachers
and educational personnel were to make a plan of teachers security for implementation, pursue daily satiations, Problems of the security of teachers and educational personnel were to lack of
forward, Area boundaries, failure to comply with the security plan of all parties, lack of self- defense skills and relationship between schools and community and forces. The policy
recommendations of the security of teachers and educational personnel were to 1 building a better relationship between school and community and forces 2 organize a joint meeting fall
the parties to exchange information and suggest the need to participate in the security 3 self- defense skills in the unrest of three southern border provinces and 4 provide a structure of
security in the area and the school. It is important information for executive policy of this area to considering guidelines on the implementation of security for teachers and educational
personnel more effectively and sustainability in tackling unrest in the southern provinces.
Corresponding author: mewmy_49yahoo.com
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Development of Information Management System in Primary Schools under the Jurisdiction of Narathiwat Primary Educational
Service Area Office III
Wansavira Benlateah
Prince of Songkla University, Pattani Campus, Thailand e-mail : Wansavira_bhotmail.com
Asst.Prof.Dr.Ekkarin Sungtong
Prince of Songkla University, Pattani Campus, Thailand e-mail : blackovationhotmail.com
Abstract
Effective information management significantly influences administrators’ appropriate
decision making and other school administration affairs. However, development of appropriate
information management system is a challenging task for schools. This qualitative study examined statuses,
problems and guidelines for development of information management in primary schools under the
jurisdiction of Narathiwat Primary Educational Service Area Office III. Participants were 15
principals and 15 teachers from primary schools. A purposeful selection was employed to select sites and
participants for the study Research instruments of this study included semi-structured interview protocols for
school administrators and teachers who were in charge of information systems.
Data were analyzed by using grounded theory techniques as well as constant comparative
technique. This study revealed that schools appointed appropriate persons to be in charge of information
systems in all affairs including academic affairs, personnel administration, budget administration, and
general affairs. Main problems found in information management system included inappropriate system
for data storage, inappropriateness of data collection by data collectors, knowledge deficiency of
administrators about information technology storage, instability of persons who were in charge of system as
well as instability of internet system. Importantly, the unrest impeded use of fast data utilization. Guidelines
for a development of information management included promotion of trainings about informational
technology knowledge and techniques and modern system for personnel, provision of quality computer,
adequate information technology which covered an appropriate and wide range of tasks for administrators
for data decision making and seriousness on internet problem solution.
Keywords: Management, Information Technology, Narathiwat Primary Educational Service Area Office
III
Introduction
The Ministry of Education issued regulations on the system, rules and procedures of
Quality Assurance QA in education by 2010 has specified the administration management and
information systems as the one of eight regulations of rules and guidelines of the Quality Assurance in basic
education are operating systems and management information as follows: 1 Structure or institution’s
administration contribute to the developing of Internal Quality Assurance system. 2 Define the
responsibilities and manage categories in information system for easily accessing 3 Provide useful
information to develop in teaching and learning. Moreover, the structure or institution’s administration,
institution’s mission, National Education Act, B.E 2542 1999 as amended by Act No.2, B.E. 2545
2002 Section 38 and the rules and regulations on how to decentralize of administration and education
management Ministerial Regulations,2550 distribution the power in management and education
in the areas of academic administration budget administration, personnel administration and general
administration to the education area and educational directly.
However, an effective system for the educational institution should have a quality processes
or procedures and meet the need of the users Office of the Basic Education Commission, 2011 : 26
reported that in generally, the information management system consisted five steps as follows :
1 Data collection should collect from the different sources then define the desired information,
create the research tools accordance with the nature of
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data and sources such as surveys, interview forms, questionnaires, observation etc. Moreover, it should
be scheduled in storing and responsibilities by thinking the need and reliable.
2 Data checking, the data collected should have checked the accuracy of the data by considering
the accuracy, recently and completely of the information.
3 Data processing, the data is processed into information or to change the data in a form that
can be used the advantage of the information is information will be grouped according to the nature
and type of information to digest. This process may be categorized sorting and enumeration.
4 Presentation of data and information, the data has been processed or created information to be
meaningful should needs and easy in use or might be presented in the form of tables , graphs or diagrams to
describe the composition regarded to the appropriateness of its use and the nature of the
information.
5 Data and information storage, the storing the data and information in the type of media will be
made the information easy to find and use or might be storage as files or electronic files as the potential of
the intuitions which should be considering to the search system to facilitate change, updated to be
recently and the Importing data to the new processor Including the information to be used in various
applications.
For schools which have a complete information system and met the needs to support
schools improve the quality of education in operational efficiency and effectiveness. To ensure
that sits on a basis of core subjects. The evidence of facts was verified. The analysis process was
reasonable. The information used in planning, operations and decision then. Also lead to the
development of concepts and create new options in action also. By the Office of Basic Education
Commission 2011 : 28 states that the system can be classified under the action into three systems : 1 the
system was made by hand Manual System was a system to store the document in types. This system
has the advantage was low cost . The disadvantage was inconvenience and delay, if not the entire file
systemic. 2 semi-automatic system was used for part and mechanical part. Which the part of the
documentation done by hand and the creation of information system used computer -aided . This
system has the advantage was low cost, not much in training but for the disadvantage was if the document
format and operational errors, improper filling will be caused delays This system will be effectiveness when
it is done by hand included a completely, accuracy, and control inspection 3 full-automation was a
computer operating system has be designed to appropriate with the job because computers were built
for the size of different information system. However, when users need to use the system the information
should complete, accurate and timely on all the circumstances of the institution. Moreover, it was
used to store data for educational institutions, whether large , medium or small , urban or rural if storing data
and information compiled using files, it will be processed of quality improvement of educational
institutions in various fields by performing efficiently.
So the information was so vital for the administration. As a mention that anyone in
possession of the data, that one will has the most power in the world but we also knew that the data
and information were for how to determine what is appropriate and how much of volume. So the
information is important for school administrators to use the information to make decisions. The analysis of
the research found that information technology problems related to information rich, mostly due to
administrative factors such as human resources, materials and equipments, management and the
atmospheric environment. Office of the Basic Education Commission has a policy to improve the
administration by distribution and centralized authority to agencies and educational institutions
located in the region by providing a organization coordinating center for sharing of resources in the
education area
For the another key issue of education in the most southern. This was an area where there were
more than 80 percent of Muslims lived in Thailand did not achieve education management due to the
differences of language and culture. The Office of Basic Education Commission has tried to solve
serious all the time. The operation was good enough but rather slow and limited it may be because of the
unrest situation.
As above showed that the educational institutions have to adjust the way of thinking and
modifying the roles and missions. Schools need to improve the management information system by
using a plan and made effective decisions in line with the realities and needs of the Office of Educational
Service Area 3 Office of Narathiwat, the Ministry of Education.. For the reasons has stated above let the
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researcher learned the problems of the old system which need to improve the information management
system of schools under the Office of Primary School in Narathiwat. Which the results of this research it
was important for the information management system to make it more efficiency .
Conceptual Framework and Theories
As a concept of information management systems from researchers such as Wasana
Chaturonransri , 1998 , Nittaya Thapphum, 2005 , Pramote Faikamta, 2548 , and Vorawut Jongjai-
ngam, 2010 can be summarized that Information management System was divided three fields as
follows;
1 Resource of Information Management System consists of staff, budget, materials, and
equipments. 2 Process of Information Management
System consists of data collection, data checking, data processing, data storing, data analyzing and data
usage. 3 Database and information system consists
of academic information, student activities information, staff information, financial and supply
information, engineering information and relations community information.
Research questions
1 How was the situation of the Information Management Systems in primary schools under the
Narathiwat Primary Educational Service Area Office 3?
2 How many problems of the Information Management Systems in primary schools under the
Narathiwat Primary Educational Service Area Office 3?
3 What is the way to develop of the Information Management Systems in primary schools
under the Narathiwat Primary Educational Service Area Office 3?
Research’s objectives
1.To study the situation of the Information Management Systems in primary schools under the
Narathiwat Primary Educational Service Area Office 3.
2.To study the problems of the Information Management Systems in primary schools under the
Narathiwat Primary Educational Service Area Office 3.
3. To study the development of the Information Management Systems in primary schools
under the Narathiwat Primary Educational Service Area Office 3.
Definitions Situation refers to the condition of being in
the present of the Information Management Systems in primary schools under the Narathiwat Primary
Educational Service Area Office 3.
Management refers to the operation or
performance of any primary schools and staff of the Information Management Systems in primary schools
under the Narathiwat Primary Educational Service Area Office 3.
Information refers to the data that has been
organized by analyzing or processing with various methods and creates the relationship or meaningful
which can be used in making a decision or answer the question as well.
Information system refers to the data
collection process which be processed into a form most useful information and maintain a system for the
simple to use. The information that be stored in a system can be used in supporting administration in
making a decision in both of the operators and administrators to achieve an understanding.
The Narathiwat Primary Educational Service Area Office 3 refers to the office is
responsible for educational institutions of primary schools in three district of Narathiwat province
consists Ra-Ngaeh district, Cha-Nhaeh district and Ba-cho district.
Research Methodology
This research was the qualitative research aimed at studying in the situation, problems and the
roadmap of development for information management systems in of primary schools under Narathiwat
Primary Educational Service Area Office 3. the responders totally 30 persons consisted the
administrators 15 persons and teachers who in charge of information system 15 persons. The researcher
used purposeful selection method to select unstructured. The researchers used a pseudonym
represent all respondors . Data collection in this research was done by personal interviews focused on
the study of directly experience and used open-ended
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questions rapport, the researcher introduced by defining role by creating a positive interaction to give
the interviewee to feel an impressed, trusted and courage to disclose information to the interviewer.
Data collection in this research by using in-depth interviews took about 1-2 hours, which is considered
to be the appropriate time for the interview. The researcher used the Face-to-Face interview to major
respondors to the study provides important information on the site operation or other locations as
appropriate, on the basis of safety. This paper useed analytical techniques to analyze data content Benja
Yorddamnuen Attick and Karnjana Tangchonlatip, 2009 and analyzed by using methods of content
analysis to describe the content as it was appear in the text which based on the theoretical framework of
Yin, 1998 referenced to Benja Yorddamnuen Attick and Karnjana Tangchonlatip, 2009 which comprised
the seven steps of data analysis: 1 read and summarize the key issues 2 change the code by
changing the issues as code 3 grouping the data 4 linking concepts together to find patterns of
relationship, theme and phenomena occur 5 extend the linkage by expanding the scope of the link to an
overview of the subject or phenomenon in studying 6 interpretation and meaning or description of the
patterns of relationship or phenomenon 7 conclusion : a conclude the subject of analysis, interpretation and
meaning . The analysis of the reliability of the data, the researcher created exchange or discussing ideas
with friends, researchers and advisors.
Results
1. Situation for development of information management system in of primary schools under
Narathiwat Primary Educational Service Area Office 3.
1.1 Resource of Information System, most of schools has appointed the staff to take responsible
for four departments comprised academic department and general management, human resource and
budget. The allocating of resources was recruiting a qualified staff in information technology, allocating
tools and equipment and quality of management.
Because of Narathiwat Primary Educational Service Area Office 3 was the agency which took a
responsible for education. Educational institutions set a policy under their agent. The performance under the
quality assurance of the institutions and information systems is one of the eight .for quality assurance and
educational institutions have to prepare an annual report submitted to the agency. The report shall
contained information as to the management , administration, general academic personnel and
budget. This information must be processed. Or act as the information to be effective. The school will be
directly responsible for the appointment of the 4 fields. So the school provided a clearly information
system, compacted on- demand, easy for adoption which consistent with the research of Teerasak
Phingphak , 2001 found that IT departments needed to be established by defining the policies, plan,
resource and defined structure as the role in collecting and processing system for using in making
decisions correctly and appropriately.
1.2 Process Information System, the school has stored the information in computer using
the internet in the management of all information stated form the planning the performance, backup
system and safety of data and created searching system
As above result, the checking the accuracy before the processed until the information
present information in the form of data files into categories as subject of each topic And the
information that was organized into book form is the form of documents and computer system to be
presented in a format that is easy to apply and easy to understand and corresponded with Office of the Basic
Education Commission. The process of data processing was taking the data into information or
changing data into a form that can be used in advantage. Information was information that was
already available which will be grouped according to discern the nature and type of information can be
categorized by sorting and enumeration.
1.3 Information system’s database, a system of school for management planning and decision-
making practiced in management and operations. The responsibilities will be control and perform all the
time for accuracy and precise of information. Listening to the feedback and requirements of the
services performed systematically. School has sufficient information to the needs of the users.
The results were consistent with the concept of Burch and Gruditski, 1989 to determine the
properties of the information recorded three reasons: 1 accuracy 2 timely 3 the relevant research results
came out like this is because information systems a good education has to adhere to quality processes or
procedures and met the needs of the user and the
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Office of the Basic Education Information System indicated that in general, the process of
implementation divided into five mainly steps : 1 data collection must be set to the desired information.
Determine how storage create or supply storage in accordance with the nature of the data and resources.
Also, it should be scheduled in the store or person to take responsible for the storage by taking into account
the needs defined and reliable 2 inspection data, the data collection has been processed before . Should
have checked the accuracy of the data by considering the accuracy of the information was currently and
completely 3 data processing, the data was processed into information grouped to distinguish the
nature and type of information 4 presentation of data and information, data through processing or prepared
information meaningful, needs and ease to deploy 5 store data and information in various media the
system.
2. Problems of Roadmap for development of information management system in of primary
schools under Narathiwat Primary Educational Service Area Office 3.
2.1 Resource of Information System, the school will be storage data by their feeling. The
administrators lack of knowledge of storage systems. Admin often changes and the Internet is also a lack of
illiquidity. The results were consistent with the findings of the Thapphum, 2001 found that the
problems in the educational system of primary schools, most of the problems was staff, lacking of
knowledge and experience in information systems and accordance with Jaturonrangsri, 1998 showed that
the problems of Information System Management Information System resources include staff, materials
, equipment and budget.
The results came out like this because the problems of information management systems in
primary schools under Narathiwat Primary Educational Service Area Office 3 was resources of
the information system, such as staff issues that has often changed. The operators lacked of knowledge
and skills in the field of technology. Limitation of staff for monitoring by 1 person per school and let
staff had to work harder. Lacking of modern materials and equipments in use. Therefore, the lack of
quality of information systems and performance and Internet still be illiquidity
2.2 Process of Information System, the school has a problems with data In checking process,
data analysis and data storage computer ware not as a systematic will according to the results of Yindee,
1998 found that the process of information management system consisted of data collection, data
monitoring data processing, data storing, data analyzing and data applying
The results came out like this because the problems of information management systems in
primary schools under Narathiwat Primary Educational Service Area Office 3 was the process of
information system such as data collection was delayed , incomplete, inaccurate information or admin
may not understood the purposes. The coordinator was inconvenience because of unrest situation in the
area. The data analysis Lacked of cooperation from the aid. Lack of tools to analyze and lacked the
technical methods of analysis and the data of the agencies used urgent so made the data available do
not cover the demand.
2.3 Information system’s database, the school has a problem with collecting the database for
student academic management system, human resource system, administration system and finance
and supply system. Findings according with Jaturonransri, 1998 found that the information
system database comprised with the information, academic information, student Affairs, human
resource information, finance and supply information and data of relations between school and community.
The results came out like this because the problems of information management systems in
primary schools under Narathiwat Primary Educational Service Area Office 3 was the database
and informatics . Office of the Basic Education Commission have been set up information centers to
collect the data and information for planning and making decisions. There was a establishing a
coordination center area level but in each school still lacked of knowledge on the Internet and low signal of
internet connection. For the problems in information management system a switching report system , the
information was incomplete, not reliable And other important problem was staff shortage.
3. Roadmap for development of information management system in of primary schools under
Narathiwat Primary Educational Service Area Office 3.
The results showed that the development of information management system as follows:
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3.1 Resource of Information System, roadmap for development is to encourage people to
attend a training course in knowledge and techniques of modern information systems to develop existing
knowledge and skills to the operating system and should allocate a quality computer.
The results consistent with the concept of Hicks 1993 mentioned that the organization has managed a
clearly task as a complete unit. Specialist staff with knowledge in equipment, an information system and
network management to provide information thoroughly and give a training course to other
agencies.
Encouraging staff to take responsibilities in training an information and techniques for modern
information system. There is a great need for improving the information system. The agency should
provide specialized knowledge to staff then comes up with the responsibility or training to existing staff to
operate continuously and should allocate quality computer. However, the school has similar
information management system. Administrators and operators’ feedback will be shown the fact of primary
schools under primary schools under Narathiwat Primary Educational Service Area Office 3 and no
chance to select the human resource, equipment resources in managing an information systems to
complete and flow to meet the policies of the Ministry of Education and reflects from administrators and
operators of information systems is also consistent with the roadmap of operation for institutions’
information system of the Bureau of Academic Affairs and flexibility in the quality development of
each level from executive level to operators in the future .
3.2 Process of Information System, the roadmap for development should be concentrated in
solving the internet problems and unrest situations in order to have an effective information system with
accurate, precise, in time and up-to –date.. As the results consistent with the Felps 1988
proposed the concept of progress and roles of computer and according to environmental factor
which it is important to link the staff to have good relations with organization.
However, solving the internet problems and unrest situations, schools need to ask for the
cooperation of the agencies responsible for information technology as a consultant to develop the
Internet system such as an employment consultant in information technology, instant software supply and
the government have to urgently solve the situation for a safely information management system.
3.3 Information system’s database should have sufficient and comprehensive information for
making decisions of the administration. And the operations, the information must accurate, precise and
present appropriately and get to the point.
As a research of Laudon and Laudon 2006 with a concept that information is a tool of the
administrators for making a decision, controlling and analyzing the organization’s problems. In the other
research of Meeyindee 2547 to study the roadmap of information management system effective in primary
schools, the results reported that the information required to prepare policies and plans clearly in
information which an information will be used in planning, decision and operation by grouping the data
as mission in management.
According to the roadmap of development in information system for the administrators and
operators of information system, showed how was a good and effective information system and how to
get the valuable and complete information for making a decision and administration process to achieve the
objectives of the National Education Act and policies of primary schools under Narathiwat Primary
Educational Service Area Office 3.
Conclusion
According to the findings reported that the administrators and operators of information systems
reflects the situation of information management system in primary schools under the Narathiwat
Primary Educational Service Area Office 3. In the present situation still use the information system
which be divided into three fields are the resource, the process, the database of information systems, in each
school has the same concept of systematic information management and appoints the
responsibilities in order to in charge of 4 departments are academic department, general administration
department, human resource department and budgetary department.
The findings indicated that the administrators and operators reflect the views of information systems
go the same direction. The problems of management of information systems in primary schools under the
Narathiwat Primary Educational Service Area Office 3 is lacking of expert in information technology so
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need to provide the knowledge to improve the quality of IT staff and tools to monitor the operations
continuously and improve the current information system for editing easily and seriously in solving the
problems of the internet.
Allocate the quality computer and roadmap for development of information management systems
requires to manage the responsibilities by clearly defining the roles and qualifications for organizing an
information system and network management to provide information thoroughly includes the training
to those responsible for information systems.
Suggestions
1. For the substantial result should have educational administration Information. In the same
way when the development plan is done and the development plan has used for a while the
development of the management process in the information system of institutions will be more
clearly.
2. In currently there is several government agencies lack of the Information Management System
clearly and effectively then should study the ways in management of information system in the other
agencies to leverage and integrate the performance of the agencies to be modern and carry quality
information for educational development in national level.
References
Burch, J. G., G. Gary G. 1989. Information systems theory and practice 5th ed.. New
York : John Willey and Sons.
Faikamta, P. 2004 Development of the Information System Performance in Human
Resource Management, BangKok Pho Kho , Nong Klang District, Office of Basic
Education Nong Bua Lum Phu District, Regions 3, Bachelor of Education,
Mahasarakham University. Felps,S. L. 1988. Computer in Higher Education :
A Projection to the they year 2ooo.” Dissertation Abstracs International
49,4 October 1988 : 671-A
Hicks. H. G. 1993. The Management of Organization : A Systems and Human
Resoures Approach 2nd ed.. New York : McGraw – Hill.
Jaturonrangsri, W. 1998 studying in information management system in a big primary school
under the Office of Primary Education of Leuy Province, Thesis of Khon Kaen University,
Khon Kaen University. Khon Kaen province. Laudon, K. C., J.P. Laudon. 2006. Management
Information Systems 9th ed.. New Jersey : Prentice Hall.
Ministry of Education 1999 National Education Act B.E. 2542 1999. Bangkok : Watana Panit
Printing and Publishing Co., Ltd.
________ . 2010.The National Education Act1999 as Amendment No. 2 Act 2002 and No. 3
Act 2011. Bangkok : Watana Panit Printing and Publishing Co., Ltd.
Phingphak, T. 2001. Guideline for the Information Management Systems Using in
secondary schools of Department of General Education of Phetchaburi Province, Master of
Education thesis, Silapakorn University, Bangkok.
Thap-phum, N. 2001. Problems and Needs in Information System Development of Primary
School in Lopburi province, Master of Education, Thepkasatri Rajabhat University,
Lopburi province.
Yindee , S. 2004 . Information Management System in primary schools, Office of Basic
Education of Pathom Province, Thesis Master of Education, Silapakorn University, Bangkok.
Yoddamnuen- Attick, B Tangchonlatip, K.2009., Qualitative data analysis : Data management,
interpretation and meaning, Bangkok : Population and Society Printing Office.
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Development of Quality Management System for Secondary School towards
World – Class Standard School
Mr. Udom Chooleewan Doctoral Student Prince of Songkla University
Pattani Campus, Thailand
E-mail: udomchoogmail.com
Abstract
This qualitative research aimed to study elements of secondary school management for World
– Class Standard School. Three secondary schools were selected from those participating in World –
Class Standard School project and managed according to Thailand Quality Award to develop potential for
educational institutions management. Instrument employed in the study included five semi-structured
interviews. The results revealed that the development of quality management system for secondary school
towards World-Class Standard School included three
main systems which were curriculum development, teaching and learning, and TQA management. TQA
management systems composed of seven modes including Leadership, Strategic Planning, Student and
Stakeholder Focus, Measurement Analysis and Knowledge Management, Staff Focus, Practices
Focus, and Result. Each system had a systematic and effective approach led to effective deployment, had
clear follow-up, and assigned indicators which correspond to school’s objectives.
Introduction
Since only few schools were able to fit in World- Class Standard School project launched by Office of
the Basic Education Commission a project the researcher aimed to develop the quality management
system for secondary schools towards World-Class Standard School. The study employed factors from
the Thailand Quality Award TQA to develop potential for educational institutions management in
order to: gain excellence practices and performance; and propose to the affiliation unit for supervise and
follow-up as well as schools to use as a guideline for school management towards the World – Class
Standard School and achieve the goal in the educational reform in the second decade.
Objectives of the Study
The researcher aimed to develop quality management system for secondary school towards
World – Class Standard School and to study elements of secondary school management towards World –
Class Standard School.
The study area and informants
This quantitative research with typical case Patton, 1990 and multiple case study Yin, 1993
was organized in the following steps: 1. Three World – Class Standard Schools model
under Secondary Educational Service Area Office were selected including Wat Raja-O-Ros School in
Bangkok, Uttaradit Darunee School in Uttaradit, and Phukhieo School in Chaiyaphum.
2.Seventy five informants selected using purposive sampling method included in each school
consisted of one school director, one deputy school director, eight supervisors, five lecturers, five
students, and five parents.
Methodology
1.To study elements of quality management for secondary school towards
World – Class Standard Schools, the researcher studied documents, analyzed
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principles; concepts; theories; and works related to education quality management towards World – Class
Standard Schools. 2.Fieldwork data were collected from the
three schools in order to study main elements, sub- elements, and practices in quality management for
secondary school towards World – Class Standard
Schools.
Research Instruments
This quantitative research with case study, followed Stake’s concepts 1995, quoted in Creswell,
1998, employed several tools for data collection. Since the distinctive point of case study research was
clear and complete picture, various data were
necessary. Documents study, interviews, and
observations were then employed in the study, as follows,
1. Document analysis form. 2.Structured-interviews for school directors,
deputy school directors, supervisors, lecturers, students, and guardians.
3.Fieldwork observing participant form.
Data collections
Before the fieldwork, the researcher gathered all information from documents and related works and
put each issues into the structured interviews, using the following process,
1. Collect data from related documents such as quality development plan or strategy, school operation
plan, performance standard guideline, school curriculum, reports, documents, and other information
related to World – Class Standard School development. The data collection included four steps
which were 1.1. Study documents and ask for
permission to study private schools’ documents. 1.2. Study schools’ public documents.
1.3. Review, analyze, arrange, and note all information on filed notes.
1.4. Inquire important information from studied document for further analysis.
2.Two types of in-depth interview or structured interview were employed in the study. Individual
interview was used with administrators and supervisors, while group interview was used with
lecturers, students, and parents.
Data analysis
The data analysis and data collection were done at the same time until saturation Creswell, 1998, as
follows, 1.Content analysis and constant comparison
techniques were used to analyze data in order to make a draft on components of quality management system
for secondary school towards World – Class Standard School. The process included
1.1 Review and summary the data related to components of quality management system for
secondary school towards World – Class Standard School.
1.2 Interpret the meaning or description of the relationship pattern and connection between each
issue. 1.3 Make solutions of the analysis,
interpret and find meaning of each component. 1.4 Make a draft on components of quality
management system for secondary school towards World – Class Standard School.
2. Analyze data from fieldwork including in- depth interviews, observations, and documents
related. The steps were as follows, 2.1Transcribe the interview and type it on a
file using Microsoft Word program. Revise before the analysis.
2.2 Arrange data from filed notes according to date and occurrence on a file using Microsoft Word
program. Revise before the analysis. 2.3 Arrange data from documents study
according to their references on a file using Microsoft Word program. Revise before the analysis.
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2.4 Identify patterns and themes of each data set separately including the interviews,
observations, and documents study using constant comparison techniques. Then To-and-fro process was
used to study differences and similarities of the data type interviews, observations, and documents study
and summarize them. 2.5Recheck and reflect data analysis
including the interviews, observations, and documents study using To-and-fro process to assure that issues
were in accordance with the analyzed data. 2.6 Confirm final data analysis in order to
make a summary on main issues, sub points, and
guideline for quality management for secondary school towards World – Class Standard School.
3.Analyze and compare data from the documents study and fieldwork.
3.1 Compare the two sets of data and identify their similarities.
3.2 Group the data. 3.3 Arrange and categorize the data into
components including main components, sub- components and guideline from fieldwork.
Findings
The findings revealed that the development of quality management system for secondary school
towards World – Class Standard School composed of three main systems: curriculum development,
teaching and learning, and TQA management. TQA management systems include Leadership, Strategic
Planning, Student and Stakeholder Focus, Measurement Analysis and Knowledge Management,
Staff Focus, Practices Focus, and Result. Each system had a systematic and effective approach led to
effective deployment, had clear follow-up, and assigned indicators which correspond to school’s
objectives. Objectives and students performance indicators of World-Class Standard School comprised
of 5 attributes: Academic Excellence, Bilingual Communication,Progressive Thinking, Creative Produ
ction, and Global Responsibilities. Curriculum development
as the Basic Education Core Curriculum B.E. 2551 A.D. 2008
and further develop as an international curriculums by bringing “Independent Study” added to the World-
Class Standard School’s curriculum . Adding two more contiguous courses and learning activities one
subject per semester. Using the any one year of student in high school as followed courses: 1 Use a
title courses as “Research and Knowledge Formation: IS1” of 1-1.5 credits, which students are able to
choose interested topic of learning , to define problems, to formulate hypotheses, to search the data
from difference resources, to practice critical thinking and knowledge synthesis . 2 Use title courses as
Communication and Presentation: IS2 of 1-1.5 credits, IS2 subject was a contiguous course of IS1
subject for learning report writing or academic papers and transfer knowledge to others. 3 Social Service
Activity Subject: IS3 by the students apply what they have learned or experience from course IS2 applied in
society. Teaching and Learning provided students with
the characteristics and potential for the international. In other words, a quality student should has skills in
searching knowledge and basic knowledge required. Moreover they should be able in synthesizing,
creative thinking and communicating effectively, collaborative with others as well. So should have a
process of continuous learning, properly sequence of steps and according to development of the students in
each level are important in the learning process called “Five Steps for Student Development toward World-
Class Standard” consisted; 1. Formulating questions and hypotheses made
the students to think rationally and creative which will encourage students to learn in formulating the
question.
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2. Searching and Information, the data and information are able to find out from a variety of
sources such as the libraries, the Internet or from the practice and trials which it will support students in
learning to search. 3. Formulating knowledge will practice students
to apply the knowledge and information that they have gained from the study to discuss, summarize
knowledge and learn to construct the knowledge. 4. Effective Communication and presentation
will practice students to apply the knowledge acquired to communicate effectively which will encourage
students to learn in communications skills. 5. Social services and the public mind is the
taking the knowledge management into practice which students need to link their knowledge to make a
benefit to society and the community around them. The maturity will make them to be public mind and
social services students. quality management system according to the
National Quality Award TQA in order to develop the potential of school conducted by World-Class
standard or a leading country’s top-quality standard. The implementation under the conditions of the
National Quality Award TQA divided into 7 categories as followings;
1. Leadership System, the organization’s vision and value will be defined by the administrators of
school through the workshops and the participation of stakeholders from all departments. The vision is
communicated to staff to understand the goal of organization. A review of the school administration,
strengthening leadership skills to the operators of all levels. A leadership development motivates the action
seriously by leaders as role models. A creating a good atmosphere encourages ethical behavior by using he
tools of leading working process improvements to achieve a good performance.
2. Strategic Planning System, making a strategic plan to achieve the vision and making an action plan
with the stakeholder of all departments. Appropriate resources are allocated. A Plan is based on fact and
focused to the future. The monitoring the implementation has an action plan into literally
action. 3. Student and Stakeholder Focus, aiming to
produce the students by burying the suggestions or feedback of students and parents. Offer a good
services and benefits to students in learning the programming. And building a good relationship with
parents, create a priding and loyalty of students in their school and evaluates satisfaction of students and
stakeholders. 4. The measurement, analysis and knowledge
management systems as the basis of management systems to strive for excellence. Particularly making
school management effectively to improve performance and capacity in competition by using real
data. A performance evaluation of indicators is a learning in exchange to the best practices and good
management information systems and information and knowledge management.
5. Staff-oriented system Staff Focus , setting a good environment for advocating the performance
results. The security of staff and welfare. Relationship building activities and develop the capacity of the
staff and manpower. 6. Practices oriented system Practice Focus
school with an excellent performance will focus on excellence by creating the managing and improving
the performance system. Teaching and learning process deliver continues good value to students,
stakeholders and lead the school success. 7. The results of the performance of World-
Class standard schools focus on enhancing the features of an international students which is the
student gained the knowledge, ability and desirable characteristics of student in the 21st century,
consistent with the Core Curriculum for Basic Education B.E 2551 and in according with the World
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Declaration on Education of UNESCO including “Learning to Know” is a learning from things that
useful such as seeking knowledge, further their knowledge and creation of new knowledge. “Learning
to do” is learning to practice or action which led to the occupation including to make a benefit society.
“Learning to Live Together” is a learning to live with other people such as The life style, family, social and
work. “Learning to be” is a learning to recognize their own potential, ability, interested thing and can use
knowledge their ability to make a benefit to society. Self -Development plan based on the potential of
them .For the further study planning and occupations also consistent with their potential.
Objectives and students performance indicators of World-Class Standard School comprised
of 5 attributes: 1. Academic excellence: student’s academic
result should be at a high level or equivalent of students in high quality education of country.
2. Bilingual communication: students should have the skills and proficiency at a high level or
equivalent of students in high quality education of country.
3. Progressive thinking: students should have the skills and ability in thinking and using the ICT at
a high level or equivalent of students in high quality education of country.
4. Creative production: students should have skills and ability to study by themselves Independent
Study and potential in producing at a high level or equivalent of students in high quality education of
country. 5. Global Responsibilities: students should
have an understanding of the lifestyle, culture and national identity at a high level. Moreover, they have
to concentrate and willing in working and do not discourage to face the problems and barrier. The
student also should have the consciousness of
public mind and social services at a high level or equivalent
of students in high quality education of country. The influencing factors in the successful of
World-Class Standard school are the quality of the students, courses, teaching and learning and high
quality management system which based on the belief that If the school offers courses, teaching and learning
and high quality management system which can help students become a good students. quality management
system according to the National Quality Award TQA in order to develop the potential of
Discussion
Factors effecting quality management of secondary school towards World – Class Standard
School were high level administrators’ determination, loyalty, people driven, and team working. This idea
was similar to those presented by Office of the Basic Education and Commission 2012, and Thailand
Productivity Institute 2005 who pointed out that the successfulness of an excellence organization
depended on strong determination of high level administrators at 79.6; participation of high level
administrators at 76.3; communication with personnel at 49.5; and team approval at 48.9.
Therefore, we can conclude that a high level administrator was a key person who would drive the
organization towards excellence. Greg 1994 and Pansak Polsaram 1997 further suggested that high
level administrators should have strong will and should develop the quality of the organization
continuously. Since the organization wouldn’t succeed without participation from its personnel, an
effective communication in carry out short -term and long-term policy of the organization and team
working were also important. In addition, World – Class Standard School should place importance on
excellence operation system by continuously designing management system, improving job system,
working process, and learning process in order to
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serve excellence services to students and shareholders.
References
Thailand Productivity Institute.
2005. Case Study Best Practices TQA winner 2002
