Guidelines for Management of Student Development Activities Based on the Process of the School as a Learning Community in the Sainamwang School Group under the Tak Primary Educational Service Area Office 1

Abstract

This research article aimed to: 1) examine the conditions and problems of managing student development activities based on the school as a learning community process, 2) compare such management practices classified by work experience and school size, and 3) propose guidelines for improving the management of student development activities based on the school as a learning community process. This study employed a mixed-methods research design, integrating both quantitative and qualitative approaches. The sample group consisted of 136 participants, including school administrators, teachers, and school committee members, selected through stratified random sampling based on school size and simple random sampling. The key informants were 17 experts selected by purposive sampling. The research instruments included questionnaires and interview forms. Data were analyzed using frequency, percentage, standard deviation, independent samples t-test, and content analysis.

The research found that:

1. The overall condition of managing student development activities based on the school as a learning community process was at the highest level.
2. There were no statistically significant differences in overall management practices when classified by work experience, except in guidance activities. When classified by school size, overall management showed statistically significant differences, while guidance activities did not differ significantly at the 0.05 level.
3. Guidelines for improving management included aligning management planning with the school’s vision and students’ needs, strengthening collaboration with the community, and applying innovative approaches to address problems in organizing student development activities to achieve the intended goals.