การศึกษาสภาพและปัญหาการบริหารโรงเรียน ในโครงการโรงเรียนต้นแบบการใช้เทคโนโลยีสารสนเทศและการสื่อสารเพื่อพัฒนาการเรียนรู้ / อภิญญา สุดา = A study of state and problems of the administration of school under the information and communication technology utilization for learning development project / Apinya Suda
This research was to study the state and problems of the administration schools under the Information Communication Technology (ICT) utilization for learning development project. Questionnaires and document analysis forms were used to collect data from 26 school administrators and 110 teachers. Frequency, percentage, and content analysis were used to analyze the collected data. The findings can be summarized as followed: 1. Planning Considering how mentor universities proceeded their own ICT system, the ICT Committee issued a 3-year master plan. All schools had provided classrooms, computer rooms and any other necessary facilities to accommodate the ICT system. The ICT systems in all schools were funded by the ICT project. ICT Committee in each school evaluates the quality of performance from various activities every semester. The mentor university involve in planning. 2. Organizing The ICT Committee designed the organization structure and assigned ICT personnel to train, help support, and suggest other school staff how to create instructional aids or media, and look after the ICT rooms and all accessories. The ICT personnel were authorized to make all decisions under the school administrators' supervision and recommendation. The communications within schools and with external parties were done in written documents. The mentor university didn't involve in organizing the ICT organization structure of the schools. 3. Staffing ICT personnel were recruited from school staffs who had background, experience and/or interest in ICT. Then, they were selected and appointed as school ICT personnel by the school administrators. All schools had develop or train the ICT personnel in accordance to the personnel's needs with various kinds of training and workshop. After these personnel were trained, they had to transfer their knowledge to other school staffs. These ICT personnel were maintained with good ICT learning sources and other school facilities. The mentor university took part in ICT personnel development only. 4. Directing the school administrators made their own decision in all ICT issues and informed their decisions to all staffs concerned and staffs were allowed to ask questions for clarification. Only important directions were done in formal writing. All staffs were always motivated to participate in school ICT events. The school administrators communicated to or informed all staffs in meetings; whereas, all staffs communicated to the administrators in formal written memorandum. Communications among staffs were done in small group meetings. The mentor university didn't involve in school administrator's decision making. 5. Controlling Reporting systems were used by the ICT Committee to monitored ICT performance every semester in order to complete their ICT plan within scheduled time frame. In case, any deviation, or problems were found, a meeting was held to improve performance. The mentor university didn't involve in process monitoring. Problems in Administration found in the stage of implemented the plan, inadequacy of hardware, software and budget support, the lack of specialized implementing ICT plans, and inconsistency of the networkign systems.