Model for the Development of Educational Institutions under the Office of the Secondary Educational Service Area 8 as a Learning Community

Abstract

The objectives of this research were; 1) to study the current conditions and find effective approaches to transform the schools; 2) to construct a model that transforms the schools, and 3) to assess the feasibility and effectiveness of the newly constructed model the schools under the Office of Secondary Educational Service Area 8 into a learning community. There were three phases: studying the documents, research, and the current conditions of the schools under the Office of Secondary Educational Service Area 8 expected to become a learning community; the second was constructing a model for developing the schools as a learning community, and the last was assessing the feasibility and effectiveness of the model done by 48 schools under the Office of Secondary Educational Service Area 8. The key informants were school directors responding to a 5-rating scale survey. Data analysis by Mean and Standard Deviation. 

The research findings were: first, the potential to transform the schools under the Office of Secondary Educational Service Area 8 to become the learning community was at an excellent level, based on the evaluation of the school directors, deputy directors of academic affairs, department heads of schools and representatives of the Basic Education Board. The result arose from the shared vision and values ​​rated as the most developed, followed by shared leadership and supportive structures, caring community, collaborative teamwork, and continuous learning and improvement respectively. Secondly, the newly constructed model developing the schools under the Office of Secondary Educational Service Area 8 as a learning community consists of 5 basic components: 1) rationale; 2) objectives; 3) the essence comprising shared vision and values, shared leadership, collaborative teamwork, continuous learning and improvement, supportive structures, and caring community; 4) implementation Method and; 5) conditions leading the model's effectiveness. The effectiveness of the newly constructed model evaluated by a group of experts was rated at the highest level. The individual components, its rationale, essence, purposes, and conditions leading to the model's effectiveness were rated as the highest and its implementation method was rated as high. As a whole, the feasibility and effectiveness of the newly constructed model were rated as the highest. The individual components of its feasibility, the conditions leading the success was rated the highest; while shared leadership was the least. The individual component of its effectiveness and the implementation method was rated as the highest; while continuous learning and improvement were as the lowest.