Guidelines for promoting learning management of school administrators in schools for disabilities under the Office of Special Education Bureau, Group 1
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Abstract
This research aimed to: examine the learning management of school administrators in Schools for Disabilities, and develop guidelines for promoting learning management. The sample consisted of 194 government teachers and government employees selected through simple random sampling. Additionally, 8 key informants were purposively selected for a focus group discussion. The research instruments included a five-point Likert-scale questionnaire with a content validity index of 1.00 and a reliability coefficient of 0.95, together with focus group discussion protocols. Data were analyzed using percentage, mean, standard deviation, and content analysis. The findings revealed that: 1) Learning management of school administrators in Schools for Disabilities was overall at a high level. Ranked from highest to lowest mean scores, the dimensions were: promotion of guidance, sports, and student affairs; promotion and development of educational standards and quality assurance; promotion and development of educational quality; promotion and development of curriculum; and promotion of supervision and evaluation of educational management. 2) The guidelines for promoting learning management included: (2.1) continuously developing teachers and educational personnel alongside strengthening internal quality assurance; (2.2) improving curricula to align with learners’ potential and special educational needs; (2.3) enhancing the effectiveness and sustainability of the internal quality assurance system; (2.4) developing guidance services that respond to learners’ potential, interests, and individual needs; and (2.5) establishing an effective and continuous internal supervision system to improve educational management and learning outcomes.
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