THE DEVELOPMENT OF THE DIGITAL SCHOOL ADMINISTRATION MODEL TO ENHANCE STUDENT QUALITY BASED ON THE ROYAL EDUCATION POLICY AT SRINAGARINDRA THE PRINCESS MOTHER SCHOOL PHUKET UNDER THE ROYAL PATRONAGE OF HER ROYAL HIGHNESS PRINCESS MAHA CHAKRI SIRINDHORN
DOI:
https://doi.org/10.55003/JIE.25209Keywords:
Administrative model, Digital school administration, Student, Competencies of learners, Royal education policyAbstract
This research aimed to develop a digital school administration model for enhancing student quality in accordance with the Royal Educational Policy. The study applied the principles of good governance, technology integration for holistic learner development, personnel capacity enhancement, participatory collaboration, and monitoring and evaluation through the PDCA cycle. The conceptual framework was based on the four dimensions of the Royal Educational Policy, the PDCA quality management cycle, the PAOR process, and System Theory. The research was conducted in two phases: Phase 1 focused on the development of the digital school administration model, while Phase 2 examined the outcomes of implementing the model. The findings from Phase 1 revealed that the digital school administration model consisted of seven components: (1) governance and policy, (2) data infrastructure and systems, (3) digital learning and assessment, (4) personnel capacity development, (5) participation and partnerships, (6) ethics, safety, and equity, and (7) monitoring, evaluation, and continuous improvement. The model was evaluated as highly appropriate, with recommendations for improvement regarding principles, objectives, content, procedures, and success factors. The findings from Phase 2 indicated that the implementation of the digital school administration model was rated at the highest level of appropriateness. School administrators, teachers, educational personnel, and parents expressed the highest level of satisfaction with the model.
As a result, students’ academic achievement, key competencies, and abilities in reading, analytical thinking, and writing exceeded the school’s target criteria. In addition, the O-NET results of Grade 9 and Grade 12 students were higher than the national average. Furthermore, more than 80 percent of administrators, teachers, educational personnel, and students received awards and recognitions, reflecting the effectiveness of the digital school administration model in concretely improving educational quality.
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