The Effective Model of Internal Quality Assurance Management at Anubanwatprato School in Affiliation of Sisaket Primary Educational Service Area Office 1

Abstract

This research aimed to 1) develop the effective model of internal quality assurance management at Anubanwatprato school 2) assess the model and 3) study of the results of implementing the model. The research key informant groups in in-depth interviews were 7 educational administration experts, which is obtained from specific selection, the research population used in assess the model included administrators, teachers, basic education committee members, and parents of students, totaling 1,062 people. The target group were Anubanwatprato school students in the academic year 2024, totaling 1,114 people. The tools used in the research were document synthesis form, a structured interview, the model evaluation form, and a model implementation result recording form. Data were analyzed using content analysis, frequency, percentage, mean, and standard deviation.

The results indicated that:

1. The effective model of internal quality assurance management at Anuban watprato school consisted of input such as educational standard analysis, generation alpha need, resources and context, transformation process such as PDCA cycle, strategic management, Implementation, early childhood management, basic education management, active learning, and outputs such as student characteristics, and stakeholder expectations, together with 1) principles, 2) objectives, 3) process 4) success conditions and 5) appraise the model.


2. The effective model of internal quality assurance management at Anuban watprato school revealed that its overall appropriateness, feasibility, and utility were all at the highest levels.


3. Early childhood students which pass the developmental assessment results in 4 domains were increased more than academic year 2023, which is the baseline year (2.29 percent on average). Primary students which pass the developmental assessment results in reading, analysis thinking, and writing were increased more than academic year 2023, which is the baseline year (.40 percent on average). Primary students’ year 1 which pass the Reading Test scores (RT) were increased more than academic year 2022, which is the baseline year (21.02 percent on average). Primary students’ year 3 which pass the National Test scores (NT) were increased more than academic year 2022, which is the baseline year (4.53 percent on average). Primary students’year 6 which pass the O-NET scores were increased more than academic year 2022, which is the baseline year (3.05 percent on average). Primary students’year 9 which pass the O-NET scores were increased more than academic year 2022, which is the baseline year (.46 percent on average).