กลยุทธ์การบริหารวิชาการโรงเรียนมัธยมศึกษาที่เสริมสร้างสมรรถนะการเปลี่ยนแปลงของนักเรียน

• Main Author: ปิยนัฐ ธนะบุตร
• Other Authors: พฤทธิ์ ศิริบรรณพิทักษ์
• Format: Theses and Dissertations
• Language: Thai
• Published: จุฬาลงกรณ์มหาวิทยาลัย 2023
• Subjects: นักเรียนมัธยมศึกษา; โรงเรียนมัธยมศึกษา > หลักสูตร; โรงเรียนมัธยมศึกษา > การบริหาร; High school students; High schools > Curricula; High schools > Administration
• Online Access: https://digiverse.chula.ac.th/Info/item/dc:84927
• Institution: Chulalongkorn University

The objectives of this research were 1) to study the conceptual framework of secondary schools academic management and transformative competencies of students, 2) to analyze the strengths, weaknesses, opportunities and threats of secondary schools academic management to enhance transformative competencies of students, and 3) to develop secondary schools academic management strategies to enhance transformative competencies of students. The methodology used in this research was the multiphase mixed methods design. The samples were 292 secondary schools under the Office of the Basic Education Commission, the Ministry of Education. The informants consisted of 3 groups: school administrators, teachers and students, totaling 876 people. The research instruments were comprised of the conceptual framework evaluation form, questionnaire, suitability and feasibility of strategies evaluation form and focus group discussion recording form. The collected data were analyzed by using frequency, percentage, mean, standard deviation, index of item-objective congruence, internal consistency reliability, PNImodified, analysis of variance and content analysis.The results were as follow: 1) The conceptual framework of transformative competencies of students and the secondary schools academic management consisted of 2 conceptual frameworks; 1.1) the conceptual framework of transformative competencies of students consisted of 3 elements; 1.1.1) creating new value, 1.1.2) reconciling tensions and dilemmas, and 1.1.3) taking responsibility, 1.2) the conceptual framework of secondary schools academic management consisted of 4 elements; 1.2.1) curriculum design, 1.2.2) learning management, 1.2.3) measurement and evaluation, and 1.2.4) supporting media, technology, innovation, and learning resources. 2) The strengths, weaknesses, opportunities and threats of secondary schools academic management to enhance transformative competencies of students consisted of 2 issues; 2.1) transformative competencies of students; 2.1.1) the strength consisted of 1 element; (1) taking responsibility, 2.1.2) the weaknesses consisted of 2 elements; (1) creating new value, and (2) reconciling tensions and dilemmas, respectively, 2.1.3) the strengths consisted of 5 items; (1) adaptability, (2) integrity, (3) problem solving, (4) self-awareness, and (5) creativity, respectively, 2.1.4) the weaknesses consisted of 5 items; (1) collaboration, (2) reflection thinking, (3) empathy, (4) cognitive flexibility and resilience, and (5) curiosity, respectively, 2.2) secondary schools academic management; 2.2.1) the strengths consisted of 3 elements; (1) learning management, (2) supporting media, technology, innovation, and learning resources, and (3) measurement and evaluation, respectively, 2.2.2) the weakness consisted of 1 element; (1) the curriculum design, 2.2.3) the strengths consisted of 6 items; (1) organizing extra-curricular learning activities, (2) supporting media, technology, innovation, and learning resources outside the schools, (3) measuring and evaluating learning outcomes in extra-curricular activities, (4) supporting media, technology, innovation and learning resources within the schools, (5) organizing learning activities according to the curriculum, and (6) measuring and evaluating learning outcomes according to the curriculum, respectively, 2.2.4) the weaknesses consisted of 2 items; (1) determining the objectives of the curriculum, and (2) determining the content of the curriculum, respectively, 2.2.5) the opportunity consisted of 1 element; (1) the technological environment, 2.2.6) the threats consisted of 3 elements; (1) economic environment, (2) social environment, and (3) political-legal environment, respectively. 3) The secondary schools academic management strategies to enhance transformative competencies of students consisted of 4 main strategies, 8 sub-strategies, and 32 methods; (1) transforms the school curriculum design that focuses on the transformative competencies of students: reconciling tensions and dilemmas, and taking responsibility, (2) enhance learning management that focuses on the transformative competencies of students: creating new value, reconciling tensions and dilemmas, and taking responsibility, (3) adjust the measurement and evaluation paradigm that focuses on the transformative competencies of students: creating new value, and taking responsibility, and (4) build an ecosystem of media, technology, innovation, and learning resources that focuses on the transformative competencies of students: creating new value, reconciling tensions and dilemmas, and taking responsibility.