The School Administration Underpinning the Learner-Objective and Key Results Model of the 21st Century Learning for Chiang Rai Municipality School 4 Sanpakor, Chiang Rai Province

Abstract

The objective of this study were: 1) to examine problems and needs in developing the school administration underpinning the Learner-Objective and Key Result Model of the 21^st Century Learning for Chiang Rai Municipality School 4 Sanpakor, Chiang Rai Province; 2) to investigate components and develop the school administration 3) to operationalize the school administration and 4) to evaluate, improve and validate the school administration. The population and samples Stage 1, administrators from 8 schools under Chiang Rai Municipality, 9 school committee members of Chiang Rai Municipality School 4 Sanpakor and 25 teachers under Chiang Rai Municipality. Stage 2, 5 specialists and 7 experts in developing and validating and 25 teachers. Stage 3, 24 teachers, 298 students from grade 1-6 of Chiang Rai Municipality School 4 Sanpakor. Stage 4, 1 school administrator and 24 teachers from Chiang Rai Municipality School 4 Sanpakor. The statistics for data analysis were frequency, percentage and standard deviation. The results showed that: 1) The problems and needs in developing the school administration indicated that the problems, in overall, were rated at the high level the needs were also rated at the high level 2) the school administration model was conceptualized as L-OKRsM:Learner-Objective and Key Result Model revealed suitability at the highest level feasibility and practicality at the high level 3) the operationalization of the school administration revealed that: Achievement test of teachers on understanding the learning management showed mean score at 16.88, Teacher’s readiness in pre-learning management showed teachers’ readiness at the high level, Teachers’ learning management evaluation was rated at the high level, Teachers’ post-learning management evaluation was rated at the highest level and Students’ key learning outcomes underpinning the 21^st Century Learning indicated that students demonstrated frequent actions/behaviors 4) The evaluation results on improving and revising components of the school administration indicated satisfaction at the highest level, suitability and practicality, in overall, at the highest level.