The Guidelines for School-Based Administration at Municipality 3 School Sri Sai Moon under Bureau of Chiang Rai Municipality Education Administration

Abstract

The objectives of this study were to investigate key factors affecting the schoolbased administration, and to propose the school-based administration guidelines for Municipality 3 School Sri Sai Moon under the Bureau of Chiang Rai Municipality Education Administration. The population covered 8 participants and the research instrument was brainstorming. The data was collected by meeting minutes and analyzed by content analysis. The results showed that: 1) The school-based administration circumstance of Municipality 3 School showed at the highest level were that the school’s environment favored learning atmosphere and seeking knowledge of local wisdom for academic affairs development of the school, promotion of local wisdom learning resources in the community in supporting the teaching and learning in the school. 2) The key factors affecting the school-based administration of Municipality 3 School Sri Sai Moon were promoting and depromoting factors. The promoting factors were that the school organized clear management structure and working system, clear policy and direction in educational administration, and participation of personnel in the school was at the good level. The depromoting factors were that the school lacked strong organizational culture. Some executives and teachers favored conventional working approach. Determination of measures, rules and regulations, guidelines of performance for students, teachers, and personnel were under in some certain aspects. The administration of school principal lacked planning in advance. 3) The school-based administration guidelines for Municipality 3 School Sri Sai Moon were proposed. The school should performparticipatory administration approach. For example, provide training to clarify knowledge and understanding on academic affairs for school committees so that the school committees can share participation in determining the guidelines and needs in academic affairs development. Allow school committees to participate in the academic affairs committee member. To illustrate, the internal quality assurance committees share involvement in teaching and learning by integrating local wisdom in teaching and learning. Allow school committees to attend meeting and exchange ideas on academic affairs improvement and development. Organize monthly meeting for school committees to draw their participation in equipment and materials support for teaching.