Development Model for Sufficiency Schools

Abstract

This study aimed to develop a model for sufficiency schools and investigate its feasibility.  The development of model was divided in to three stages as follows: 1) building a development model for sufficiency schools; 2) developing the model; 3) investigating the feasibility of the model by administering a questionnaire to 291 school administrators, teachers, and Basic Education Board of sufficiency schools during the academic year 2019.  The questionnaire, with a reliability value of 0.906, was a five-point rating scale.  Data were analyzed in terms of mean and standard deviation.

             Findings revealed that:

             1.The administrative model for sufficiency schools was an administrative model implementing a systematic process which included : 1) Intake factors consisting of the acknowledgement of school administration and change according to the sufficiency economy principles, and an integration of curriculum and learning activities using these supportive factors: participative atmosphere, social and cultural conditions, and policies from its designated department; 2) Process comprising personnel work, academic work, budgeting work and general administration work; and 3) Outcome or success indicators involving the results/image of schools, school administrators, teachers and learners, and reflections on each process.

1. Overall, the investigation of the feasibility of the model for sufficiency schools was at a high level which impacts the development of sufficiency schools in five aspects. The highest impact was on the school management aspect: 4.65, and on the curriculum and learning management aspect: 4.52. A high impact was on the management of activities to develop learners’ aspect: 4.39, the school personnel development aspect: 4.15, and the result/ success image aspect: 4.22.