Guidelines for Knowledge Management to Develop Self-Discipline in Secondary School Students in Expanded Opportunity Schools Under Bueng Kan Primary Educational Service Area Office

Abstract

This research aimed to (1) study the current and desirable states of knowledge management for developing student self-discipline, (2) explore guidelines for knowledge management to develop student self-discipline, and (3) evaluate the knowledge management guidelines for developing self-discipline among secondary school students in expanded opportunity schools under Bueng Kan Primary Educational Service Area Office. This mixed-methods research was divided into two phases. Phase 1 involved studying the current and desirable states. The sample consisted of 302 teachers, administrators of expanded opportunity schools, and basic education school committees from population of 1,423, determined using the Krejcie and Morgan table and stratified random sampling. The research instrument was a questionnaire on the current and desirable states of knowledge management for developing self-discipline among secondary school students in expanded opportunity schools under the Bueng Kan Primary Educational Service Area Office. The statistics used for data analysis included mean, standard deviation and Priority Needs Index (PNI_modified). Phase 2 involved studying the guidelines, divided into two parts; (1) studying the knowledge management guidelines for developing student self-discipline. The informants were 12 experts, divided into 4 school administrators, 4 government teachers, and 4 educational supervisors, selected by purposive sampling. The research instrument was an expert group meeting record; and (2) evaluating the guidelines from 12 experts, using the same expert group as in part 1. Data were analyzed by content analysis, using an evaluation form for appropriateness, feasibility, utility, and correctness. The research found that;

1) The overall current state of knowledge management guidelines for developing self-discipline among secondary school students in expanded opportunity schools under Bueng Kan Primary Educational Service Area Office was at a moderate level, and when considered by aspect, all aspects were at a moderate level. The overall desirable state was at the highest level, and when considered by aspect, all aspects were at the highest level.

2) The study of knowledge management guidelines for developing self-discipline among secondary school students in expanded opportunity schools under Bueng Kan Primary Educational Service Area Office revealed key principles of knowledge management as follows: (1) Knowledge identification, (2) Knowledge creation, (3) Systematic knowledge storage, (4) Knowledge sharing and exchange, and (5) Knowledge utilization.

3) The evaluation results of the knowledge management guidelines for developing self-discipline among secondary school students in expanded opportunity schools under Bueng Kan Primary Educational Service Area Office showed that the overall mean values for appropriateness, feasibility, utility, and correctness were at the highest level ( 𝑥̅= 5.00)