The Development of a Model for Positive Classroom Management for Junior High School Student at Ban Measalidluang Wittaya School

Abstract

     The objectives of this research were to: 1. examine the current status of positive classroom management at the lower secondary level of Ban Mae Salid Luang Witthaya School; 2. develop a positive classroom management model; 3. implement the model; and 4. evaluate the model through feedback from 17 school administrators and teachers. The research instruments included a process evaluation form and a satisfaction questionnaire. Data were analyzed using content analysis and basic statistical methods.

     The findings indicated that although Ban Mae Salid Luang Witthaya School had systematic administration, community engagement in educational management was limited. For positive classroom management, teachers should apply quality classroom standards as evaluation criteria. The synthesized model, developed through expert group discussions, was structured according to the PDCA cycle. The model comprised two main components: 1. Physical—including colorful and appropriate classrooms,  a learning environment that promotes independence, and cleanliness with proper hygiene; and 2. Psychological—including a warm atmosphere that fosters acceptance, encourages students to think and make decisions, and promotes mutual respect. The experimental implementation confirmed the same two components. Evaluation results showed that the highest-rated aspect was teachers perceiving students as important and valuable individuals ( = 3.64), followed by classrooms that were flexible and conducive to teaching ( = 3.58). The lowest-rated aspects were training students in discipline ( = 3.23) and teachers’ encouragement and motivational support ( = 3.23).