APPROACHES FOR DEVELOPING SMALL-SIZED SECONDARY SCHOOLS ACADEMIC MANAGEMENT BASED ON THE CONCEPT OF COLLABORATIVE NETWORKS FOR STUDENT QUALITY DEVELOPMENT

Abstract

This study was Explanatory Sequential Mixed Method Research. The purposes of this research were to: 1) study the present and desirable states of small-sized secondary school academic management based on the concept of collaborative networks for student quality development; 2) propose some approaches for developing small-sized secondary school academic management based on the concept of collaborative networks for student quality development. The population consisted of 147 small-sized secondary schools. The sample included 108 small-sized secondary schools and the informants comprised school directors, heads of academic affairs, 216 in total. The results were as follows. 1) The present and desirable states of small-sized secondary school academic management based on the concept of collaborative networks for student quality development, overall, were at a moderate level and a high level, respectively (the present state mean = 2.85, SD = 1.12 and the desirable states mean = 4.12, SD = 0.90). The first priority need index fell on teaching and learning and development of learning processes (PNI_modified = 0.52), and curriculum development (PNI_modified = 0.49), the evaluation (PNI_modified = 0.49), respectively. Approaches for developing small-sized secondary school academic management based on the concept of collaborative networks for student quality development comprised 5 approaches, 17 sub-approaches, and 41 procedures: 1) teaching and learning and development of learning processes with 3 sub-approaches and 10 procedures; 2) curriculum development with 2 sub-approaches and 4 procedures; 3) evaluation with 2 sub-approaches and 5 procedures; 4) development of internal quality assurance and education standards with 2 sub-approaches and 5 procedures and 5) promoting the strength of community in academic affairs and cooperation in academic development with 8 sub-approaches and 17 procedures.