การศึกษาสภาพและปัญหาของโรงเรียนแรกเริ่มนำร่องในโครงการนำร่องการบริหารโดยใช้โรงเรียนเป็นฐาน / ขจรศักดิ์ โสรินทร์ = A study of state and problems of the first pilot school in the school-based management pilot project / Kajornsak Sorin
This research aimed to study the state and problems of the first pilot schools in the school-based management pilot project. The supporting basis of this research stemmed from the first 8 pilot schools. The sampled population consisted of 240 school teachers. 8 chairperson of the school committees, and 27 school administrators. The research was based on a variety of instruments, namely structured-interview forms, questionnaires, and content-analysis forms. The data were subsequently analyzed for their frequency distributions and percentages. The findings are summarized as follows: 1. Academic AfTairs Administration: The schools appointed boards of committees for curricula development. The teachers were made to be aware of and facilitate student-centered, learning environment. The committees were also set up to manage placement tests and student transfers. School teachers were trained to improve skills in educational technologies and instructional aids development. The institutions were developed to transform into learning center as well as coordinate with outside communities to permit learning networking. There were attempts to involve communities to promote understanding from the public. The key problem areas found from this research are the lack of performance monitoring and control, job overloading, inadequate supporting budgets, and lack of cooperation among educational institutes and public communities. 2. Budget Management: The schools appointed boards of committees for strategic and budget planning. The budgets were allocated according to the needs of requested projects. There are two categories of allotment, which are itemized and total allotments. There were dedicated personnel whose jobs were to manage account payables and receivables, cash inflows and outflows, and purchasing and procurement according to the PM Office’s regulations. There was a committee to track and trace budget spending. There were campaigns to promote investments that are education-related as well as funding for educational loans. The key problem areas identified are lack of knowledge and understanding, lack of systematic means to track and monitor performances, and outdated inventory systems. 3. Personnel Administration: The schools planned their human resources and held meetings to inform their personnel regarding their plans. There were distinct criteria and solid evaluation procedures. There also were programs to instill disciplines and etiquettes by recognizing and rewarding outstanding personnel as well as programs to assess the quality of teachers and other personnel. The key problem areas found are insufficient number of personnel in certain fields, hazy performance appraisal criteria, and lack of fairness in performing their jobs. 4. General Administration: The schools appointed boards of committees to initiate and develop information systems. Religious and cultural studies were also integrated in the school programs by encouraging students’ participation in the local and regional religious and cultural activities. There were special programs to accommodate urgent policies of the government. There also were activities to promote the quality of education by improving the overall understanding of the objectives, vision, and educational standards of the school teachers and others. There were appointments of executives, academic affairs executive assistants, and chiefs of academic to be responsible for their respective lines of duties as well as the monitoring of performances. The key problems found are lack of knowledge and understanding in the development and implementation of strategic plans, lack of cooperation from outside communities, lack of expertise in drafting policies, and inconsistency of internal supervision.
