Administrative Model of Learning Management Under the Coronavirus 2019 (COVID-19) Pandemic for Satit School

Abstract

          The main purpose of this research study was to develop the administrative model of educational management under the coronavirus 2019 (COVID-19) pandemic for Satit School. The study was conducted following 4 steps: 1) studying the problems and the guidelines for educational management administration under the coronavirus 2019 (COVID-19) pandemic, 2) creating the administrative model of educational management under the coronavirus 2019 (COVID-19) pandemic for Satit school, 3) trialing the administrative model of educational management under the coronavirus 2019 (COVID-19) pandemic for Satit School and 4) evaluating the administrative model of educational management under the coronavirus 2019 (COVID-19) pandemic for Satit School. The informants included school directors, teachers, basic education committees and students’ parents of the schools under Kamphaeng Phet Primary Educational Service Area Office 1 and 2 as well as interview and workshop experts, focus group experts, other teachers and educational workers, basic education committees, classroom parent networks and student councils’ representatives of Satit School. The data were collected by asking questions as well as conducting workshops, focus groups and meetings with evaluations. The data were analyzed by calculating mean and standard deviation as well as conducting the content analysis. The findings were as follows.

          The administrative model of educational management under the coronavirus 2019 (COVID-19) pandemic for Satit school had three main components. Firstly, inputs could be divided into two aspects as follows: 1) school directions and improvement plans, and 2) managed resources. Secondly, processes included planning, doing, checking and acting for driving activities that are the sub-components of the processes as follows: 1) cooperations (C), 2) opportunities of learning (O), 3) visitation (V), 4) innovations (I), 5) developments (D) and 6) safety prevention. (S). Thirdly, outputs comprised of 1) qualities and 2) outcomes. The factors of successes were as follows: 1) the participations of all stakeholders and 2) the academic leadership of the school director. The model was correct and appropriate at the highest level. It was beneficial and applicable at the high level.