Components, Indicators, and a Guideline to Success Improvement Focusing on Student Development for Basic Educational Institutions in Southern Border Provinces

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Ratchanee Tong-ngern
Rapeepun Suwannatachote
Wan Dechpichai
Sangarun Isaramalai


The objectives of this study were to analyze components and indicators of a focused point achievement of student development and to develop a guideline for applying the components and indicators to improve the quality of students in basic education schools in Southern border provinces.The guideline consists of 13 components and 72 indicators including school atmosphere (8 indicators); leadership of school administrators (9 indicators); teaching quality (8 indicators); teacher leaning management (7 indicators); ’executive’s determination (7 indicators); achievement motivation of teachers (4 indicators); participatory management (6 indicators); interactions between non-academic personnel, teachers, and students (5 indicators); parent participation (4 indicators); teacher performance (5 indicators); Increasing teacher knowledge (3 indicators); school environment (3 indicators); and knowledge improvement of teachers (3 indicators). Regarding guidelines for applying the components and indicators to develop the quality of learners., administrators could use horizontal management with clear policies on learner quality development, teachers could adapt teaching behavior to become process managers, schools could cooperate with parents in solving students’ problems, culture could be built and agreements made for working together, and school environments for learners could be improved to have good physical and mental health and to become enthusiastic learners.


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