Administration of Basic Education Standards in Small Schools under Surin Primary Educational Service Area Office 1
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Abstract
This quantitative study aimed to: (1) examine the level of Basic Education Standards Management in small schools based on school administrators’ opinions; (2) compare Basic Education Standards Management across the personal characteristics of school administrators; and (3) investigate relationships among the three basic education standards. The sample comprised 108 school administrators selected through proportional stratified random sampling. Data were collected using a five-point rating scale questionnaire. Data were analyzed using percentages, means, standard deviations, independent-samples t-tests, one-way analysis of variance (ANOVA), and Pearson’s correlation coefficient. The findings revealed that (1) the overall level of Basic Education Standards Management in small schools was high. All three standards were rated highly, with Learner Quality receiving the highest mean score; (2) school administrators of different genders and positions did not differ significantly in their opinions regarding the overall Basic Education Standards Management, whereas administrators with different work experience showed statistically significant differences at the .05 level; and (3) Learner Quality, Administrative Management, and Learner-Centered Learning Management were positively related at the .01 level of statistical significance. Among the three standards, learner-centered learning management showed the strongest positive relationship with overall basic education standards management, followed by learner quality and administrative management.
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