Opinions of administrators, teachers and students about...

I 6 JAN 2003

opIMoNS OF ADMIIUSTRATORS, TEACIIERS Ai\D STIJDENTS

ABOUT MANAGEMENT AT CHANAPOLLAKAI\ INSTITUTE

OF TECHNOLOGY NAKHONRATCHASIMA

FL.LT. SARAN INTAKULz

With complimentsof

fi$f, fiilurdu urfi rrnfiu ufi ern

A THESIS SUBMITTED IN PARTIAL FI]LFILLMENT

OF THE REQUIRBMENTS FOR

THE DEGREE OF MASTER OF EDUCATION

(EDUCATIONAL MANAGEMENT)

FACI.JLTY OF GRADUATE STIJDIES

MAHIDOL I.JNIVERSITY

ISBN 97+0+2607-7

COPYRIGHT OF MAHIDOL TJNIVERSITY

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Copyright by Mahidol University

Thesis

entitled

OPINIONS OF ADMIIVSTRATORS, TEACHERS AI\D STTJDENTS ABOUT

MANAGEMENT AT CHANAPOLLAKAI\ INSTITUTE OF TECHNOLOGY

NAKHONRATCHASIMA

ja"* !..htr-1.Fl.Lt.Saran IntakulCandidate

Major Advisor

. r. i tAAssoc.Prof. Sirichai Chinatangkul,Ph.D.Co-Advisor

fMbJ/Assoc.Prof.Thawatchai C"haijirachayakul"Ph.D.Co-Advisor

?or*- fJ-L- S l*;eLo-; cev"***5l..^o

)"ztLect.Dal{pat YosJ

Assoc.Prof.Rassmidara Hoonsawat-Ph.D.DeanFaculty of Graduate Studies

Assoc.Prof. Sirichai Chinatangkul;Ph.D.ChairMaster of Education Programms inEducational ManagementFaorlty of Social Sciences and HumanitiesCopyright by Mahidol University

Thesis

entitled

OPINIONS OF ADMINISTRATORS, TEACHERS AND STTJDENTS ABOUT

MANAGEMENT AT CHANAPOLLAKAI\ INSTITUTE OF TECHNOLOGY

NAKHONRATCHASIMA

was zubmitted to the Faculty of Graduate Studies, Mahidol University

for the degree of Master of education @ducational Management)

on

October 31,

L+*tFl.Lt.Saran IdakulCandidate

Ph.D.Chair

2002

_|.*^.

Sii"L; 9L^^.^*L*'L-LAssoc.Prof. Sirichai Chinatangkul,

Hoonsawat,Ph.D.DeanFaculty of Social Sciences and HumanitiesMahidol University

{mLJ/A';;;.i;;;r.ilil;# 6n ii i'""n"v.mrPh.D.Member

Ph.D.DeanFaculty of Graduate StudiesMahidol University Copyright by Mahidol University

ACKNOWLEDGEMENT

I would like to erdend e4pression of gratitude and appreciation to everyone

whose cooperation made this study possible.

My greatest appreciation is expressed to Dr.Dalapat Yossatorn for her final

zuggestion, encouragement and kind concern for the improvement of the study that

help me carry on the study.

Gratitude is also expressed to Dr. Sirichai Chinatangkul, Dr. Thawatchai

Chaijirachayakul and Dr.Padoongchart Suwanawongse who give me advice that help

me complete the study. Their zuggestions are crucial to the success of my shrdy.

Appreciation is expressed to Dr.Chalong Boonyanunta for his helpful

contribution and his encour4gement to finish the study.

Appreciation is enpressed to all respondents, adminisu'41s1s, teachers and

students of CTECH for the cooperation in responding to the questionnaire and

interview.

Finally, I am eternally indebted to my family. Their support is the key success

of this study. This research is dedicated to all members of my family.

SARA}.{ INTAKIJL


Fac. of Grad. Studies, MahidolUniv. Thesis / iv

4038401 SHEMA4 : MAJOR:EDUCATIONAL MANAGEMENT; M.Ed.(EDUCATIONAL MANAGEMENT)

KEY WORDS : EDUCATIONAL MANAGEMENT/PRIVATE VOCATIONALEDUCATIONITECHNICAL AND VOCATIONAL EDUCATION

FL.LT.SARAN INTAKUL : OPINIONS OF ADMINISTRATORS, TEACHERS

AND STUDENTS ABOUT MANAGEMENT AT CHANAPOLLAKAN INSTITUE OF

TECHNOLOGY NAKHONRATCHASIMA. THESIS ADVISOS: DALAPATYOSSATORN, Ph.D., SIRICHAI CHINATANGKUL, Ph.D., THAWATCHAICHAIJIRACHAYAKUL, Ph.D., PADONGCHAT SUWANNAWONGSE, Ph.D., I53 P.

ISBN 974-04-2607-7

The study aimed to ascertain the opinions of the administrators, teachers and

students on the management of Chanapollakan Institute of Technology Nakhonratchasima

It also examined the differences of opinions between the business students and the

engineering students and between the regular course and the special course students. The

respondents consisted of 2l adnrinistrators, 107 teachers and 348 students from the school

in the 2001 academic year. The study used both interviews and questionnaires as the study

instruments. The interviews began with the semi-stnrcnued or unstructured questions and

used criterion-based selection of interviewees.

The finding of this study showed that the respondents generally had a positive viewof the of the school. However in some aspects the respondents were notimpressed. These were arrangements for students to study according to their interest and

capability, library sendces, the appraisal system and the student service system. Business

adminishation students and Engineering students opinions were different in empowermentand participation" intemal audi! learner centered learning, integration of knowledge and

momle, life long leaming, suitable environment for leaming, cooperation with communityand parents, encouraging teachers to use action or classroom research to solve classroomproblems, the counseling system" the tansparency of finance system, the teamwork and

the encouragement to work. There were differences between the opinions of the regularcourse shrdents and the special course sfudents on most management areas except for the

following issues: life long learning, thinking abilrty, encouraging teacher to conductclassroom research and the sub-area of delegating jobs and responsibility.

It is recommended that the quallty assurance system should be developed andimplemented as a norrral cycle of work in the school. Cooperation with private sectorsshould be established further. The cuniculum should be more competency-based. It issuggested that the appraisal system of the staff must be varied according to the type ofjob.The students should participate more in the student activity management especially at thebeginning of the activities.


Fac. of Grad. Studies, Mahidol Univ. Thesis / v

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dnurfi rirudril uncfi unurvrrfl u {rirlurtufi'onr:rinf,nurCopyright by Mahidol University

CONTENTS

ACKNOWLEDGEMENT

ABSTRACT@nglish)

ABSTRACT(Thai)

LIST OF TABLES

CHAPTER

I INTRODUCTION

Page

iii

iv

v

viii

l.l Background of the study

1.2 Conceptual framework

1.3 Research questions and objectives

1.4 Definitions of terms

II LITERATT]RE RBYIEW

2.1 Vocational education in Thailand

2.2 Pivatevocational education in Thailand

2.3 Vocational education management

2.4 \\e trend ofthe vocational education

2.5 Chanapollakan Institute of Technology

2-6 study of vocational education reform in various countries and

guidelines for Thailand

2.7 Related research

I

f,

I

8

1l

l3

l4

15

16

22

27


vll

CONTENTS (cont.)

CHAPTER

III METHODOLOGY

3.1 Research design

3.2 Population

3.3 lnstrumentation

3.4 Collection and analysis of data

IV RESI]LTS

4.1 Profile of respondents

4.2 Presentation of data relative to research questions

BIBLIOGRAPITY

APPENDIX

BIOGRAPITY

Page

32

32

32

37

v CONCLUSION, DUSCUSSION AI\D RECOMMEI\IDATTON

5.1 Conclusion

5.2 Discussion and recorlmendation

38

52

103

r07

t20

123

153


LIST OF TABLES

I

2

Table No.

4

J

6

7

8

Number of questionnaires sent and collected

Frequency distribution of administrators by age.

Frequency distibution of administrators by sex.

Frequency distibution of adminisfrators by highest education attainment.

Frequency disnibution of administrators by total length of service in adminisnation

Frequency dishibution of administators by length of service in the present position.

Frequency disfibution of adminisnators by the unit in the organization.

Frequency distribution of administrators by ntrmber of the zubordinate in the unit.

37

40

40

Page

4l

4l

42

43

u9 Frequency distributionofteachersby age. A

10 Frequency distribution of teachers by sex. 45

11 Frequency disnibution of teachers by highest education attainment. 45

12 Frequency distribution of teachers by total length of service in teaching. 46

13 Frequency distribution of teachers by length of service in teaching at present school. 47

14 Frequency distribution of teachers by teaching level. 48

15 Frequency distribution of students by age. 49

16 Frequency distribution of students by sex. 49

17 Frequency distribution of students by studying subject. 50

18 Frequency distribution of students by level of study. 51


tx

LIST OF TABLES (Continued)

Table No. Page

70

7l

72

73

74

Frequency distribution of students by years of study.

Percent4ge of opinions of adminisfrators about general administratiou

Percentage of opinions ofteachers about general administration.

Percent4ge of opinions of students about general administration

Percent4ge of opinions of administrators about academic administration.

Percent4ge of opinions ofteachers about academic administration-

Percentage of opinions of shrdents about academic administration.

Percentage of opinions of administrators about finance administration.

Percentage of opinions ofteaohers about finance adminisfi'ation.

Percentage of opinions of students about fitance administration.

Percent4ge of opinions of administrators about human resource management.

Percentage of opinions of teachers about human resource management.

Percent4ge of opinions of students about human resource management.

Percentage of opinions of administrators about tecbnology and resource for learning.

Percentage of opinions of teachers about technology and resource for learning.

Percentage ofopinions ofshrdents about technology and resource for learning.

Percentage of opinions of administrators about student activity

5l

6l

64

69

2l

22

23

24

25

26

31

32

34

35

76

77

79


LIST OF TABLES (Continued)

Table No.

36 Percentage of opinions ofteacher about student activity.

37 Percentage of opinions of students about student activity.

38 Chi-square ofthe opinions ofthe administratolg teachers and students crosstab with

each of general admini sfu'ation management area.

39 Chi-sqtrare ofthe opinions ofthe administrators, teachers and students crosstab with

eacl of academic management area

40 Chi-square ofthe opinions ofthe adminisfators, teachers and students crosstab with

each of finance system nanagemeat area.

4l Chi-square ofthe opinions ofthe administrators, teachers and students crosstab with

each ofhuman resource management area.

42 Chi-square ofthe opinions ofthe administratorg teachers and students crosstab witi

Page

each oftechnology and resowces forlearning management area. g6

43 Chi-square ofthe opinions oftle administratorg teachers and students crosstab with

each of student activity management area. g7

U Chi-square of the opinions of the business administration students and engineer

students crosstab with each of general administration management area. 88

45 Chi-square of the opinions of the business administration students and engineer

students crosstab with each of general academic management a^rea. g9

46 Chi-sErare of the opinions of the business adminisfiation students and engineer

students crosstab with each of general finance system management area. 9l

79

80

tl


xr

I.IST OF TABLES (Continued)

Table No, Page

47 Chi-square of the opinions of the business administration shrdents and engineer students

crosstab with each of human resource management area. 92

48 Chi-square of the opinions of the business administration students and engineer students

crosstab with each of technology and resources for learning man4gement area. 93

49 Chi-square of the opinions of the business adminisfi'ation students and engineer students

crosstab with each of student activity management af,ea. 93

50 Chi-square ofthe opinions ofthe regular course and the special course students crosstab

wittr each of general administration management area. 94

52

51

53

Chi-square of the opinions ofthe regular course and special coruse students crosstab

with each of academic management area.

Chi-sErare of the opinions of the regular course and special course students crosstab

with each of finance system management area.

Chi-square ofthe opinions ofthe regular course and special coruse students crosstab

witl each of human resource management area.

Chi-square of the opinions of the regular coruse and special course students crosstab

with each of technology and resources for learning management area.

Chi-square of the opinions ofthe regular course and special cowse students crosstab

with each of snrdent activity management af,ea.

98

99

98

55

100


Fac. of Grad. Studies, Mahidol Univ. M.Ed" @ducational Managament) / I

CHAPTER I

INTRODUCTION

1.1 Background of the study

The need for education reform has resulted from social, economic, politics and

tecbnological changes. These changes have affected counties all over the world

continuously. The globalizatio4 the Interne! the lower of trade banier, the

tnternattonalizafron of coopuates and privatization of the public sector enterprises is

the obvious examples of the changes. The development of the comnunication

technology seers to stimulate these. It provides the world to learn each other faster.

When learning the adaptation and changing are inwitablg the education system that

we require atthe present time is not like in the past or even not similar. The reason is

the rapid changes that we encounter almost in every aspect. The expectation of

education to serve them is more sophisticated, for instance, lifelong learning learning

tbroughthe Internet and home school encourage the new learning pattern

The economic crisis in Thailand since 1997 has urged Thai people both in

private and government sectors to rethink what we had done in the past in order to

find new way of management and working. The education especially vocational

education is the part that most of the people believe that will be the one that can

revive Thai economic fundamentally.

Apart from the crisis, Thailand has encountered a number of weak points in

term of competitiveness. Since 1998, the IMD (nternational Instihrte for Management

Development) has reported that Thailand had lower rank than its neighbors do.Copyright by Mahidol University

FLLI Srmlntakul Ifioduction/2

Among 4l countries comprised of countries in Organization for Economic

Cooperation and Development (OBCD) and Newly Industrialized and Emerging

Economies, Thailand was ranked at the 33rd in 2000 report. IMD reported that

Thailand education sy$em could not serve the economic competitiveness of t.he

country and in term of technology and science we have been ranked at 47h or at the

last position These all stimulate Thailand to rethink about its education and

technology system.

Realizing the significant of the education reform" the Governments in many

countries begn to plan for it this includes reorganization and reengineering of

education services. The most practical way to do this is to formulate or dwelop the

National Education Act and implement it. The provisions in the Act should describe

generally about the education administ'ation both in national and in school levels and

other necessary processes.

In order to success in the reform, the educational management is one of the

66s1 important parts to be reformed. The conventional organization may be not

zuitable for the changes. The new theory of the educational management is inevitable.

There should be something that is flexible, something that allows learners to learn the

most oftheir ability and with convenient. This will effect all educational management

a^reasl, for instance, the general administration, tle academig financg human resource

6anagement, educational resources and student activity management.

After the promulgation of 1999 National Educational Act, it meats that the era

of Education Reform in Thailand has begun. The Provisions of 1999 National

Educational Act provides us with details that educators need to be concerned and


Fac. of Grad. Studies, Mahidol Univ. M.Ed. @ducational N4anagement) / 3

study how to implement them. Many sections in the Act describe about the reform not

only in the structure of the educational organizations but also the learning pattern.

Most educators lave perceived the information about the Act and have been

wondered how to adapt the system and themselves to new system.

The management of the school is essential to the success of the

implementation of the Act. Apart from the Act, if it is consistent with the change.s, the

user will satisff the product of the school. At the school management level, the

adminisfi'ato1s are involved in using their authority that they have to manage the

schools. Teachers are the most important agents who provide teaching process in the

schools and shrdents are the ones who receive the education service from the two

above. So the opinions from the tbree groups of people who are involved in school

'mao4gementwill clari& how the school management is.

The vocational education 6anagement is one of the most interesting part of

education act implementation Vocational educators realize that rapid change in

economig social and political urge the education system to change the paradigm.

These changes also effect vocational education From now on educators must provide

education tlat serves the demand-side. The cooperation between the institutions and

private sectors or industries should establish in order to ask for the most wanted

c'urriculum that can produce a ready to work output The graduate needs more skills

and knowledge both in term of quality and quantity in order to survive in the real

world. It challenges all Vocational Education Administrators. The following are

reaso$l why we should make ourselves understood vocational education management.


FLLI Srmlnrakul Introduction/ 4

l. Vocational Education is crucial for country development. The graduates

can get into jobs directly and become the fundamental workforce of the country if

their knowledge and skill are consistent witl the demand.

2. The Provisions of 1999 National Educational Act has divided levels of

education into basic and higher education. But at the moment vocational education

provides both levels which are certificate level and diploma level respectively. It is

not obvious for vocational educators how to deal with the changes in both levels. For

instancg which level of education standards they need to follow or which education

committee they are under zupervision So the study of the Provisions of 1999 National

Educational Act should be done in order to clariS the intention of the Act upon the

Vocational Education Management and to realize how to implement it.

3. Vocational Education providers in Thailand are both Private and

Government instihrtions. These two management patterns are variously different, for

instance, organization structure, budgeting, personnel, entrepreneurship and especially

the management. The study ofthe details should be done.

4. After the promulgation of the 1999 National Educational Act, there are

approximately 23 following Educational Acts that are to amended and improved in

order to be harmonious with the new provisions. The Vocational Education Act and

Private Education Act are also on the list. At the mean timg the consideration of these

two Acts has not finished yet. It is hoped tlat conclusions and zuggestions of tlis

study may be useful for any committee, which contemplate these two Acts.

The zuggestions that has been developed from this study are not only for

educators but also students and all of institution stakeholders, for instancg parents and


Fac. of Grad. Studies, Mahidol Univ. M.Ed" @ducational lvlanagunent) / 5

community leaders, because the participatory process is essential for educational

management.

1.2 Conceptual framework

Thevocational school management generally comprises of 6 areas an

following.

1. General adminisftation

2. Academic management

3. Finance management

4. Human resource management

5. Technology for education and learning management

6. Student activity management

In order to identiS fts management of each area more obvious, there are sub-

areas in each one. The topics are ascording to the provisions in the 1999 National

Education Act which are cleady defined in each area of management.

In the general administration area, there are five aspwts concerning

empowerment and panicipation, implementation of the information technology, the

cooperation with private sector and community, quality assurance system and internal

auditing.

According to aoademic management eighteen aspects could be divided as

learner-center learning integration of knowledge and morale, studying by student's

interest learning form real experiencg life long learning learner development in

using information technology, tlinking ability, zuitability of environment for learning

efficiency, sources for self study. Cooperation with community and parentq


FlLt Sarmlntakul Imoiluction/6

cooperation of private sectors in term of academic, providing leaming for community,

encouraging teacher for using action or classroom research to solve the classroom

problems, creating the cuniculum that serves and relates to the need of the

community, the various methods of assessment the various methods for study

selection, library service and counseling are also belong to this area of management.

For financial system management of the schoo! the general of the system and

the transparency are the zub-areas of the study. Human resource management of the

school can be divided into swen zub-areas of the study as, selectioq job allocation,

human resource development, motivatio4 teamwork, appraisal system and

encouragement.

Technology for education and learning 6anagement has three interesting areas

as the teaching media dwelopmenq E-learning system and building and services

management. Shrdent activity management is the last aspect with tnro areas as general

ofthe system and welfare and student services.


Fac. of Grad. Studies, Mahidol Univ. M.Ed. @ducational Ivlanagement) / 7

Conceptual Framework of the study.

Perceptions of administrators

about school management

Perceptions of teachers about

sshool management

Opinion of administrators,

teachers and strden8 about

ssfoogl rnanagemenL

Perceptions of shrdents about

schmlmanagement


FLLI Sumlntakul Ifroduction/8

1.3 Research Questions and Objectives

Questions

1. What are the opinions of the administrators, teachers and students about the

management of the school?

2. Are there differences among the opinions of administrators, teachers and

students about the management of ttre school?

3. Are tlere differences between the opinions of engineering shrdents and

business administration students about the school man4gement?

4. Are there differences between the opinions of the regular coruse students

and the special course students about the school management?

Objectives

l. To study the opinions of the administrators, teachers and shrdents about the

management of the school.

2. To compare the opinions of adminisfi'ators, teachers and sfudents about the

management of the school.

3. To compare tle opinions of engineering students and business

adminisnation students about the school rDanags6.r1.

4. To compare the opinions of the regular course students and the special

course sfirdents about the school management.

1.4 Definitions of tems

"Opinion" is a belief or judgement about something, not necessary based on

fact or knowledge.


Fac. of Grad. Studies, Idahidol Univ. M.Ed. @ducational Managunent) / 9

"Administratoft refers to the director, vice-director, manager, head of

department and head of zubjects of the school.

"Managementtt refers to the control and making of decision in six areas of

management in the school as general administration, academic managemenf finance

management, human resource managemen! technology for education and learning

management and student activity 6anagement.

*National Education Act'means Thai National Education Act that was

promulgated in 1999, commencing the era ofEducation Reform in Thailand.

"Education'means the learning process for personal and social development

through imparting of knowledge; practice; training; transmission of culture;

enhancement of academic progress; building a body of knowledge by creating a

learning environment and society with factors available conductive to continuous

lifelong learning.

'InstitutionD means education institution that provides both basic and higher

education levels.

"Vocational educationD means education relating to the qualification and

preparation needed for a particular job. It provides both basic and further education

and format non-formal and informal education.

'Private Vocational School' means private school that provides vocational

education.

' .'Educatoft mea$t professional personnel with major responsibilities for

management both outside and inside educational institution for instancg schools,

college and education service area.


FLLI Samrnnku[ Irtroduction/ l0

*Regular course student" mearN student who sfudies in daytime from

Mondayuntil Friday.

ttSpecial course studentot me4ns student who studies on weekend. classes

from Friday evening until Sunday.


Fac. of Grad- Studies, Mahidol Univ. M.Ed" @ducational Management)/ ll

CHAPTER II

LITERATT'RE REVIEW

2.1 Vocational Education in Thailand

There are more than 800 vocational education institutions (public/private) all

over the country and there are at least 9 ministries which are responsible for human

resource dwelopment. This can provide variety of cunicular and different forms of

training to suit target groups. The Ministry of Education (MOE) is responsible most of

the formal vocational education There are tlree departments in the MOE tlat provide

vocational education

l. Deparment of Vocational Education.

2. Rajamangala Institute of Technology.

3. Office ofPrivate Education Commission

Even though there are many institutions, which are responsible for vocational

education in Thailand but there are still problems ttrat occ-ur and can be described as

follows:

1. There are lack of proper competency standards and assessment both in

term of core competencies and each occupation field competencies. These cause

confusion not only t.he students but also the staffto realize ttre ultimate goal after they

have completed the course. The metlods for assessing tle competence are also

important. Actually, the industry and commerce a.re supposed to be the main

organization to make and develop these competencies.


FLLI Srmlnalol Lit€ratrneREview/ 12

2. Most of vocational education curric.Lrlums come from the institutions

especially Rajamangala Institute of Technology and Department of Vocational

Education (DO\E). There is limitation for industry and commerce sector that would

like to join in drawing up the curriculum. Most of the staff believes that institutions

should have a major role in produce them. And if private sector or even private

vocational school would like to create the c-urriorlum, the processes are very

complicated and take times, for instance, diploma curriculum may need 2 years to be

allowed to teach in the institutions. These patterns of curric-ulum making can not catch

up withthe changing of tle global economy.

3. The country does not have a master plan for human resource

development. Therefore, the vocational education is more institution-driven than

industry and commerce-driven. They lack of researches that identi$r the trend of new

job that can be the guidelines for tle student to study and for educator to provide

zuitable education.

4. one of the 66gt important problems in vocational education is that it fails

to formally recognize itself within the indushies or in the services. There is liule

private enterprise interesting in cooperation with vocational education institutions so

the students do not have chances to learn in the real work environment. Actually, the

students should spend zubstantial of their time in the work place, rotating with other

shrdents. The apprenticeship program is very limit and does not zustain. The patterns

that the private sectors cooperate with education institution are limited, for instancg

the dual vocational training the short term training of studentq the apprenticeship

program. Majority of these kinds of cooperation are only between private sectors and

government vocational institutions.Copyright by Mahidol University

Fac. of Grad. Studies,lvlahidol Univ. M.ErL @ducational Managemem)/ 13

5. Vocational education providers are not treated equally. For instance, the

matter of nomenclature, the private institutions can only be named themselves school

but the government institutions that provide tle same education level can be named

college. If we would like to have more vocational education providers in term of

quality and quantity we need to set up "level playing field"@eter Fleming).

6. The economic recession in Thailand make it diffrcult for develop

vocational education in term of R&D projects and resources investment.

2.2 Pfrv ate Vocational Education in Thailand

nivate Vocational Schools in Thailand are located in all over the couffiy, in

wery provinoes. The number of private vocational institutions is quite higb, about

370. This shows their intere* in participating in vocational education They provide

about 200,000 seats for the new students each year. This nmber is almost equal to

what the Government Vocational Schools can do. They provide the Diploma and

Certificate levels that accept the M.3 and M.6 ( grade 9 and 12 ) students. Most of

them are located in Bangkok and the nearby provinces. The ovmers of the schools"are

usually former teachers in the government schools or institutions. The organization

pattern is mostly a Family Business.

There is an association that alnost all the private vocational schools unit

together called the Private Vocational School Association of Thailand. This

organization acts as the representative of the schools in many roles such as cooperate

with the Minisry of Education, providing skill competition of tle students, teachers

development, arranging the annual conference of the association and promoting

academic functions in the schools.Copyright by Mahidol University

FLLL Srmlntakul LiteraffieREview/ 14

Legally, at the moment, the schools a^re under the zupervision of the Office of

Private Education Commission , Ministry of Education but the private vocational

schools have.autonomy to arrange the education for the students as well. They are

free to choose the appropriate cuniculum for the school. Most of them are by

Deparhent of Vocational Education and Rajamangala's curriculum. At the moment

the Office of Private Education Commission's curric.ulum itself is in the development

phase. After the total implementation of the National Education Act in august 2002,

the basic education level will be in tle zupervision of the new organization "The

Local Education Authority'' and higher education will have National higher education

committee to zuperintend. The schools receive about l1Yo of tuition fee per student

from the Government in basic education or at certificate level so almost the school

budget is from the educational fee . They have independence in recnriting the sta$,

sefiing tle salary system, the appraisal system, the evaluation system including the

quality assurance system"

Though the autonomy of the private vocational schools is practical, there is

weakness in supervision process of the government the variety of the school has

emerged. Some are running with Wality some are not . Generally, it's not fare for the

shrdents to study without standard . The Erality assurance is one of the question topics

that need the answer. For this reaso4 the Ministry of Education has initiated tie

program for the private sectors thatwill zupportthe quality assurance system.

2.3 Vocational Education Management

Management ofvocational education in schools or colleges level are different

aocording to the policy of deparhentthat responsible forthem. Deparhent ofCopyright by Mahidol University

Fac. of Grad. Studies, lvlahidol Univ. M.Ed" @ducational Management) / 15

Vocational Education frames the colleges in their authority to have fours departments

as education supporting, student activity, plan and development and academic

departments. All Rajamangala Institutes of Technology have arrange four departments

in the institution as general administratioq academic, education service and student

activity department.

The organizations in the private vocational schools are different and flexible

according tothe providing subjects and other internal and external factors and can be

adjusted regularly by the change of the situation But generally, there are academic,

building and site managemenf sttrdent activity and general management departments.

The administrators of the private vocational institution are generally aware of

the changes and try to study how to adapt their management in order to provide the

higb quality of service for the shrdents. There are projects tlat encour4ging from the

Government for instancg the pioneer vocational school reform, that comprise of the

18 private vocational schools all over the coutry leaded by the Office of National

Education Commissiou The institutions themselves are also proactive for tiis. They

try to reform departments and subsystems in the organizatiea. In the government

institutions, there are movements in the reform, for orample the constnrction of the

new curriculum that serve the social changes and the new education law.

2.4 The trend of the vocational education

At the moment, there are at least tlree organizations that are drafting the new

Vocational Act. This Act will reengineer the vocational education providing in

Thailand. The new pattern will be more demand- driven. There will be more

involvement of industries and commerce in vocational education and training. TheCopyright by Mahidol University

FLLI Srmlnakul Lit€rafineRwiew/ 16

cooperdion between education and private sector may establish in various ways, for

instance, creating of curriculum, competency standard setting and apprenticeship

programs. There should be more curicula in all fields. And the people who already

graduate in any degree, diploma" and certificate may come back for in the

field that they are interested in or would like to work in the future. The students who

study in this field can continue studyrng up to degree levels and become technicians

after graduation This will promote and motivate students to snrdy vocational

education continuously and their competencywill be developed firmly.

There will be more cooperation among tie government instifirtions, private

institutions and private sectorsn in term of networking and sharing ofthe resources and

information, for instancg human resoruce and facilities.

The staff that teach in the vocational education will be more varied. The

e4perienced workers in the industries or commerce may join in the student training

programs in their field so the knowledge and skill that students get will be modern

and can be prompt practiced in the workplace after the graduation. There will be more

motivation for private enterprises that would like to join in education, for instancg tor

reduction system and zupport in the firrther investment from the Board of Investment.

2.5 Chanapollakan Institute of Technolory

Chanapollakan Instihrte of Technology is a private vocational school located

in Nakhon Ratchasima province. The Institution has provided the educational service

since 1994. At the momen! there are 3,100 students studyrng in business

administration, computer, hospital administration, accounting and engineering both in

daytime and evening class. The students' ages are between 15 to 50, mostly are 16 toCopyright by Mahidol University

Fac. of Grad. Studies, I!4ahidol Univ. M.Ed @ducational Managerrent)/ l?

22. I+bout 30 yo of the students are depend on the Government's loan. Half of them

graduated M.3 and M.6 in this province and nearby. Others come from almost every

provinces in the northeastern part of Thailand. There are 159 lecturers (5 are

foreigners), 20 staff and 30 workers working in the institute. The lecturers obtained

their degree in bachelor degrees to doctoral degrees. Many of them used to be the staff

in the Government Vocational College. In addition, there are guest lecturers from

Government University and college both in engtneering and business field.

The institute has four boards response for the administration jobs as follow:

l. Administration board. This board comprises of the representatives of the

parentq teachers, communities, industry, commerce, o\ilner of the institution and

government officer. The jobs ofthis committee areto consider and approve the school

plan (School Charter) that was prepared by the General Administation board.

2. General administration board. This board comprises of the owner, the

direaor, vice director and the Head teacher. Its responsibilities are to create the school

plan in duration of shorq medium and long term. In addition, they are to monitor the

work in progress following tle approved plan with effrciency.

3. Coordinating board. Thetasks of this board areto set out a department

plan and estimate the budget and resources that are needed in order to facilitate the

projects. This committee consists of all the heads of the departments and the vice-

director who is the chairman.

4. Academic committee. The tasks are to maks decision on the academic

matters. For instance, curriculum developmenq teaching method, supervision systern,


FLLI Sarmlntakul Literature Rwiew / 18

evaluation and assessment system- The heads of academic departments are the

members of the committee.

After the reorganization of the institute in the beginning of the academic year

1998, CTECH has two major parts of works. One is responsible for academic works

and another is for service works. The academic work groups are directly under the

supewision of the Principal. They are divided into four groups as follows.

l. Business administration groups: consisted of Computing, Hospital

adminis;tration and Accounting.

2. Engineering groups: consisted of Automotive, Electronics, Electical,

Constnuction, Architecture and Computer Technology.

3. Tourism industry and services group. Foreign language for tourism and

services is the only one department in this group.

4. Academic zupport groups: Sciences, Social Religiong Languages, etc.

Service work groups are directly under the zupervision of the vice-director

and consist of general administration, Financg Human resource, Research-Quality

assurancg Building and site managemenl Shrdent's activities, Public relations,

Information technology center, CTECH plus and Disciplinary department.

Missions of the Subsystem

l. Academic Groups (Engineering, Business administrationo Tourism industry

and services and Academic support group)

Responsibilities are:

l. Setting out, developing and maintaining the curriculum.

2. Arranging the students for classroom.Copyright by Mahidol University

Fac. of Grad. Studies, Mahidol Univ. M.Ed. @ducational Management) / 19

3. Developing time tables.

4. Responsible for tle student's assessment and evaluation.

5. Conducting the staffdevelopment of the institution.

6. Responsible for the supervision ofteaching.

2. Administration


1. Receiving sending searching draft, responding letters and documents.

2. External and internal co-ordination

3. Preparing for the meeting ofthe four committees.

3. X'inance


l. Making a financial plan.

2. Organiang the accounting system.

3. Report the finance situation to the administrator.

4. Human resource


Orgnni-ing the human resource management work zuch as recruitment of the

staff, orientation of the organization" discipling salary, pre-in service fraining,

termination of employment work permit and VISA and benefit.

5. Research and Quality Assurance


l. Conducting research projects.

2. Evaluating tle staffs performance.Copyright by Mahidol University

Fl.Lt Sannlntakut Literatre Rwiew/ 20

3. Surveying the attitude of studentg parents and community about college's

administration performance.

4. Dweloping of the international relationship.

5. Responsible for the both Internal and Quality Assurance projects, for

instancg drafting the School Charter or plan, accreditation.

6. Building and Site management


l. Constructing and maintaining oftle building and school areas.

2. Controlling tle communication system (Telephone, Radio)

l. lrdanaging of the non-academic workers.

4. Maintaining of the facilities (water, electricity, lift" light system, electrical

eEripmenl automotive) and teaching media.

7. Student's Activities


l. Encouraging and zupporting the student's activities.

2. Providing healti service.

3. Providing general service zuch as cantee4 shop, and drinking water.

4. Coordinating about the Alumni activities.

8. Public Relations

Responsibilities af,e:

l. Advertising the institution information in various media and method.

2. Cooperating with the local community.

3. Marketing. Copyright by Mahidol University

Fac. of Grad. Studies, Mahidol Univ. M.Ed. (Educarional N4anagement) / 2l

4. Informing the students about work place and further study.

5. Producing the semester journal and yearbook.

6. Providing internal information system.

9. Information Technology Center


l. Maintenance of the information technology equipment in the school

2. Planing for information technology resource used in the school.

3. Organizing ttre information and database ofthe school.

4. Encouraging and training school personnel in using the information

technology eEripment effi ciently.

10. C-TtsCE Plus

Responsibilitiels are:

l. Arranging the evening and weekend classes.

2. Allocating the staff and teachers for the classes.

3. Coordinating with other departments in orderto manage the classes.

11. Head of Director oflice


l. Secretary work to the Director.

2. Receiving, sending, searching and drafting letters and documents for the

director.

3. Maintaining of external and internal co-ordination.

4. Preparing for the meeting that the Director participates.


FlJ.t Sarmlntakul LiteratnreRsview/22

12. Disciplinaqy department


l. Controlling the student's discipline.

2. Responsible fortle morning assembly ofthe students.

l. faking care of the transportation for the students.

4. Coordinating with the student's paf,ent.

5. Responsible for the student's home visit.

CTECH began 1e implement the information technology in order to control

and update the databases of the school. The databases of the school comprises of

information of students such as history financial academic and service information-

The library database is arranged in order to serve the students and staffto seaf,ch for

information

2.6 Study of Vocational Education Reform in various countries and guidelines

for Thailand.

Siripun Chumnum (2000: 6+79).studied the Israel Vocational and Technical

Education reform. It was a document research and the scope of the study was on the

administration system, teaching training quality and standard, cooperation betvyeen

government and private sectors and the mobilization of the resources for vocational

education and training. The findings of zuch research were as followings:

l. At the beginning time when Israel established the country, Israel's

vocational education was emphasized on Agriculture because they lacked of tle


Fac. of Grad. Studies, N4ahidol Univ. M.Ed. @ducational Managemeft) 123

resouroes. They could develop the agficultural system for the country effectively.

Since the beginning of era of the information age, the significant of the technology

has been realized. The vocational educator of the country had developed the

cuniculum by adding the technology zubjects for instance, computer and controt

electronics and mechanical hardware integrating into every field of vocational

education.

2. The important strategies for vocational education reform can be

described as following:

- Emphasizing of agricultr:ral technology or agro-industry that can

increase the productivity.

- Integration oftechnologyto all education levels.

- The dividing of the learners in to groups by their academic point

average.

- The selling up of Apprenticeship program for all the youths who could

not attend the formal education Apart from the flaining, reading and writing ability

are added witl closed supervision

- The significant of the readiness of laboratory and training centers in

order to allow the student to create new projects or innovation effectively.

- The standardization of the national vocational qualification all over the

country.

- "Tomorrow 98" Program that helped to dwelop, expand and revive the

scientific teaching especially in the laboratory. This had strengthened the human

resource of the country in term of being technological mind.


Fl.Lt Sarmlntalul Literatue Review / 24

3. The suggestion for Thai system. The Israel vocational education system is

similar to Thais that the beginning is at the upper secondary level. The points that may

be adapted to Thai context are:

- Encouragement the use of technolory in agriculture to produce the new

generation for the agricultural workforce who has good science and technology

background and can implement technology in orderto gain more productivity.

- Integrating the technology, mathematics and science in all levels of

education. The areas of development should include curriorlum, teacher tlaining,

equipment and teaching methods.

- Setting various curriculums according to the learning ability of the

students. And they must be flexible for most of tle students.

- Establishing the motivation of Apprenticeship progranr

- The Quality control is also important. The non-government

organizations should be tle ones that take care tlis matter.

Siripun Chumnum (2000: 90-ll4)also studied the vocational education

reform in the United Kingdom- This study had the same scope and method as the

Israel's study. The findings are following:

l. The United Kingdom Technical and Vocational Training has the basic of

the technological knowledgg plus fte linking with private sectors and industries. The

curriculum is very flexible and leads to the test for General National Vocational

Qualifications (GNVQs) and Business and Technical Education Council. Most of the

programs are corlmencing in ttre Technical College and Agricultural College. They

emphasize the continuing between education and the job.


Fac. of Grad. Studies, Mahidol Univ. M.Ed @ducational Management\ | 25

2. The cooperation of the private sectors and the institutions is closed

especially in the curriculum setting, the Vocational Qualification and the exchanging

of the information. There are three organizations that are responsible for this

cooperation. They are the National flaining organizatioq the Trade Union Congress

and Training and tle Private Sector council. The policy and projects of the

cooperation from the private sectors are Partnerships, Compacts, Individual Learning

Accounts, Investing on labors, Workplace Learning Initiativg University for Industry,

Training for work, Job seekers and Modern Apprenticeship and the New Deal.

3. The quality control of standard and Grouping of the Trade. There are

hro Qualification standards. First the General National Vocational Qualifications

(GI'[VQ$ and second the National Vocational Qualifications (NVQs). There are non-

government organizations that certi$ the Eralification. There are five levels of tle

qualification

4. The Reform of vocational Education in the U.IC was under drastic

change in the past l0 years. The Key strategies for zuccess are following:

- The Unity of the policy and the strong link between education and the

employment.

- The siguificant of private sectors in the human resource development

function.

- The freedom of the institution in term of administration and cooperation

with the communiw.

- The standard of the evaluation and qualification system.

- The external Quality Aszurance from non-government organizations.

5. The Advice for Thai Vocational and Training Education System.Copyright by Mahidol University

Fl.Lt Sranlntakul Literature Rsview/ 26

- To stress on the important of the private sectors and trade union

organizations.

- Set freedom in management forthe institutions.

- Establish the National Vocational Qualifications (NVQs) and standard.

- The Quality Assrance system forthe institutions.

- Set up the communication network in order to link between demand and

supply.

Sawat Udompoj (2000: 52-57) studied The Vocational Education and Training

Reform in the United State of America. The U.S.A has reformed its education

continuously since 1957. The parliament has passed important education law tlat can

Ss imFlemented throughout the country. The Vocational Education and Training

system are fundamental to the basic education in the form of 'Career Education'.

Similar to the U.K. and Israel system that they stress on the cooperation of the private

sectors. The country use the Education Act as the key of the reform, for instancg the

Apprenticeship Act and the Workforce Investment Act that reform the pattern of

vocational education of ttre counfry. The U.S.A system is emphasizing on the post-

secondary vocational education Secondary level should be responsible for

preparation and searching the appropriate continuing education for each student.

The Strategy for strccessful reform in the U.S.A. is tlat they use the Education

reform policy to lead the development of the counry and they have researoh and

development process for gathering information in order to solve the short and long-

term problems. The status of the vocational institution in the community is competent

and it can lead the community in term of solving career problems. The national


Fac. of Grad. Studies, Mahidol Univ. M.EIL @ducational Managemert) I ?il

qualification is international recognized. The American workforce can work

effectively all over the world.

The zuggestion for Thailand Vocational Education Reform is to encourage its

people about the important of the education to the dwelopment of the country

especially Vocational Education that is career education. Sawat stressed that Thai

Vocational Education systep should be specific in each trade after post secondary

level like American system tlat they have community collegg Technical college in

post secondary level. The Vocational institution should be accredited as the Further

or ffigher Education. The Academic and administration independence must be

concerned

The Thai Crovernment should have a special urgent policy to dwelop the high

skilled workforce for the coufiry. The mobilization of the resourcqs to the education

must be done for high quality of service. The Institution itself should have link with

its community and initiate the zuitable caf,eer education

2.7 T\e Related Research

Study about the opinions of education management

Theidaporn Laovisaskul (2001: Abstract) studied the parents' opinions

regarding the administration in the private schoot Phuket province. The study

examine tle opinions in 6 areas sf management as academic, human resource, student

activi8, building general administration and finance and community relationship.

$ample groups were parents of tie student in the school. She found that the opinions

of parents were at moderate level. Career of parents influenced no different inCopyright by Mahidol University

FLLI Srmlnlakul Litenture Review / 28

administration of the school. There were suggestions that school should establish the

administration committee and study the satisfaction of the parent in quality of school

and development ofthe children in all aspects.

Pana Buajoom (2001: Abstract) studied the students' opinions in short

vocational courses regarding teaching performance at Phuket Polytechnic College

Under ttre Division of Industrial and Community Educatio4 Deparhent of

Vocational Education. The concept of study was about the academic management in

term of teaching preparatio4 plaq teaching process and assessment. Sample groups

were students in the short vocational course with straffied sampling techniEre

according to sex, 4ge and group of zubject. Rezults of the snrdy were that the opinions

of t.he student according to the teaching were in high level. The students according to

age and sex variable were not different in term of opinion on general teaching

adminis;tration. The student groups of zubjects were different according to opinion on

teaching but not different in teaching preparation and assessment. There were

zuggestions about the teaching equipment that should be in good condition with well

maintenance.

Varissara Khamsaena (2000: Abstra4 studied the business administration

students' opinions regarding instructional management of the principles of economics

subject in vocational colleges under the Deparhent of Vocational Education. The

groups sf sample were shrdents in the vocational college in Udonthani, Loie, Nongkai

and Khonkan province in Northeast of Thailand. She found that in term of content of

the subject, student believed that the value and theory content could not be

implemented in the real situation Students agreed that during teaching teacher did

not open a chance for qr:estion and answer and let the student to share the opinionsCopyright by Mahidol University

Fac. of Grad. Studies, Mahidol Univ. M.Ed @ducational lvlanagement) / 29

enough. According to assessment method student commented that there should not be

only multiple choices for questions. She also found that student from Accounting,

Marketing and Computing had opinions different in term of the evaluation of the

career and daily life application. The suggestion from ttre study were teacher should

find more knowledge in the community and use varied teaching media in order to

encourage learning of students.

Sumran Thammachote (2000: Abstra@ studied work performance for quality

assurance and accreditation in private vocational-business administration school in

Hatyai. Sample groups were personnel from the vocational school in I{atyai. The

objective of the study was to know the level of work in the qrrality assurance and

accreditation that frame by the Office of Private Education Commission, Ministry of

Education He found that the personnel work in the area in high level of work load.

Pqsonnel that had different experiences perform in the same situation except for the

human resoruce management and building management. Personnel tlat were not in

the same college perform in different both in term of general and details of work.

There were suggestions that apart from experiencg knowledge and performance

should be concerned in the promotion of personnel and the quality as$uance work

should be expanded to the other management area in order for external evaluation in

the future.

Another filed of the study that involve the school management is study about

shrdent activity. Pornsawat Lertvitayavivat (1999: Abstract) studied students'

opinions towards the administration of students' activities in one private school within

Songkhla province. The groups of sample were students in the school. Sampling

technique were stratified according to level of education and simple random. TheCopyright by Mahidol University

FLLI Srmlntakul Literatre Rsview / 30

concephral frameworks of student activities were student activity arangement,

counseling disciplinary matter and services. He found that the opinions of shrdents in

general student activities management was in high level but for counseling and

discipline were in moderate level. There were $ggestions that the school should

establish the curriculum committee in order to make the curriculum that relevant to

the need of tle shrdents and encourage students to play major role in shrdent activity

management. The counseling teacher should attend in professional development and

arrange for more time that serves the need of the students.

Iirapod Sunadvanitkul (1989: Abstract) studied the opinions of administrxlug

and teachers on the human resoruce management of private vocational school. It was

study about 6 af,eas of human resource management as plnnning, selection,

developmen! appraisal and retirement. The results of the shrdy showed that the

administrator had better opinions than teachers about human resource management.

The adminisfrators and teachers in provinces had better opinions than Bangkok and

the administrators and teacher in large school had better opinions than small school

except for the selection.

William A. Krei (1998: Abstra@ studied the role of vocational education

directors according to Washington State learning goals. Information gathered

charaderued that School-to-work program such as Tech-Prep and Running start

could [s a link between the tenth grade assessment and high school graduation. This

study found evidence that vocational education directors are developing programs to

ensure that vocational education makes the necessary adjustments to the cunicula to

contributeto the overaJl reform effort fortle state ofWashington.


Fac. of Crad. Studies, Mahidol Univ. M.Ed @ducational lManagunent) / 3l

The TAFE NSW (2001: I l-19), which is the largest vocational institution in

Australia, has reviewed process and policy of the institution in order to make new

reconunendation for it. There are five themes recur from the review as following;

l. There is the need for changing the product (Cuniculum, teaching)

system to be diversity, innovative and flexible to the local in order to respond for the

economic and social change pressure.

2. The changing context for vocational learning. Changng of customer

needs, the industry stnrcture and technology are affecting the product. The new

technology is attacking the way learning can be facilitated 6d managed.

3. The new model of the quality is more dependent on the teaching

learning and assessment services delivered to the cuslomer.

4. The value is the fourth theme. The institution system is not as collection

of the documents, resouroes, policies, committees, guidelines and procedures but as

an integration of the value chain there are four primary activities: curriculum;

teaching learning and assessment resources; professional development; and teaching

learning assessment and student zupport.

5. The change process itself has made it difficult for the organization to

plan for the need of the customer in the future.

Fromthe literatures, they showed the importance of perception of the opinions

of people who involve in the educational management. The opinions reflex what they

believed and were effected from management. So the researcher is interested in study

the opinions especially from administrators and teachers who are the person who

provide the education services and students as the customers or person who accept the

services. Copyright by Mahidol University

FLLI Srm Iniakul Methodologr/ 32

CHAPTER III

METHODOLOGY

This chapter presents the research desigq the methodology, the instrument

used for collecting the information and the t:me frame of the study.Data collection

and analysis are also described.

3.l Research Design

The design of research in this study was mainly research. It

emphasized on the holistic description. The data collected from the interviews and

questionnaire was analyzed according to the objectives ofthe study.

3.2 Population

The population of this study consisted of 3 groups as being sdminis6'41sss,

teachers and shrdents of Chanapollakan Instihrte of Technology. The number of the

administrators, teachers and students are2l, 120 and 2,683 respectively.

3.3 Instrumentation

Since tlis part of study was qualitative so the non-probability sampling

techniEre was the method of choice. The purposeful or criterion-based sampling

technique was used for the interview. The individual or group interview was used

with selected sample. The interview stnrcture was semi-strucfured or unstrucfured

pattern- The outlines of the interview were set for confining the question to ask theCopyright by Mahidol University

ffiFac. of Grad. Studies, Mahidol Univ. M.Ert @ducational Management\ I 33

interviewee. The outlines were different according to groups of people and areas that

are being asked about. During the intervieu', the researcher probed interesting point

deeply in order to gain more information tlat the interviewee knew. The tape recorder

was used by the preference of tle interviewee.

The criteria for selecting the sample for interview in each goup are as follows.

l. Studlent: They must be representative of their class without discipline

problems and gain average to high score in the examination.

2. Teacher: They used to receive the annual teacher award ofthe school or

listed in the leader teacher progran They must not be in the probation period.

3. Administrator: They are or used to be head of the deparhents at least 3

years consectrtively.

The numbers of interviewee adminisfi'ators were 6. Teachers were 6 and the

sttrde,lrts were I l. Among the shrdents 9 were the regular course students and 2 were

the special course strdents. And all of the students intemiewee, 6 were business

administration students and 5 were engneering students.

Types of questions used in this research could be divided into 5 groups as

l. Hypotletical Questions. The Erestions were asked for what the

respondent might do or what it might be like in a partictrlar situation; uzually begins

with'What if' or "Suppose".

2. Devil's Advocate Question. The questio$r were asked in order to

challenge the respondent to consider the opposing view.

' 3. Ideal Position Question. The questioffr were asked for the respondent to

describe the ideal situation.

' t 35€* b+dCopyright by Mahidol University

Fl.Lt Sran Idakul Methodology / 34

4. Interpretive Question. The qtrestions were asked for advances tentative

interpretation ofwhat the respondent has been saying and asks for reaction.

5. Probe Question. Ask deeper to find more information

The examples of the questionused in the interview axe as following.

General Admini su'ation questions.

l. What is the process before a decision 6aking?

2. What do you think about the information technology that uses in the

administration?

3. How the private sector or other organizations cooperate with school?

4. How school should perform in ordelto getthe cooperation from tle

private sectors?

5. 'What do you feel aboutthe Qualiry Assurance of the school?

6. What is aboutthe Internal Audit system of the school?

Academic man agement questions.

l. How is the teaching and learning system?

2. What do you believe aboutthe learner centered learning?

3. What is about learner centered in CTECH?

4. What do you think about learning from real experience that school

provides?

5- How is the classroom research in school?

6. How school provides thinking skill practice for students?

7. What do you feel about the examination?

8. What is aboutthe library?

9. \{hat is your plan after finished? (student) rCopyright by Mahidol University

Fac. of Grad. Studies, Mahidol Univ. M.Ed.@ducational Management) / 35

10. What do you think about teaching media?

I l. How the school cooperates with the community and private sectors?

12. When there is a problem student asking for help from whom?

13. What is the Counseling system ofthe school?

Finance system management questions.

What do you think about the finance system of the school?

Human resource management questions.

l. What are the recnritment and selection systems of the school?

2. What do you think about the Human Resource Management of the

school?

3. What do you feel about the Appraisal system?

4. Howthe school motivates personnel to work?

5. How about the Human Resource Dwelopment?

Technology and resources for education man4gement questions.

l. Howthe Teaching media ofthe school improved?

2. What do you think aboutE-learning?

Student Activity management questions.

l. What is about the student activity in the school?

2. How aboutthe student club runs?

Apart from the interview, tlere was a questionnaire as the tool in the study.

The use of questionnaire depended on the timg availability and convenient in term of

collecting and interpreting of the information. The questionnaire was developed from

tle concept of the 1999 National Education Act and the m4nagement in the school atCopyright by Mahidol University

Fl.Lt Srm Idakul Methodology / 36

the present time and then the expert in this field examined it. They consist of trro

parts. Part I focused on the personal profi.le of the respondents, for instancq age,

education background number of years of experiences in teaching or administration

and studying or teaching zubject. Pait 2 focused on the opinions of the respondents

about the management of the school. There were descriptions in each of the answer in

ords to minus the bias or mizunderstanding of the respondents. The trial for testing

the reliability and validity of the Erestionnaire was done by using the alpha

coefficient. The reliability of the questionnaire that separated to academic and

academic zupport administration are as following:

l. According to the administrator and teacher respondents, the reliability of

academic questions and academic zupport questions (general administratio4 finance,

human resourcg technology and student activity) are 0.80 and 0.89

2. According to the student respondents, the reliability of academic

questions and academic zupport Erestions are 0.89 and 0.91

All of the adminisnators and teachers were asked to answer the questionnaire

but there was sampling from students. The sa-ple size was calculated from the

formula of Slovin as.

Slovinformula n : N/l+N*(e)2

N: population, n: sample size, r desired margin of error (0.05)


Fac. of Grad. Studies, Mahidol Univ. M.Ed"@ducational Management) / 37

3.4 Collection and Analysis of Data

The student samples were collected from each group of zubject by proportion

of the calculated sample size. In this study, there were high return rates of the

questionnaire. The numbers of questionnaires sent and collected are shown in table l.

Table I Number of questionnaires sent and collected.

Group Sent Collected Percent

Administrators

Teachers

Students

2l

t07

2l

r20

348

100

89.17

100348

489 476 9734

Collected Erestionnaires were 21,lA7 and 348 for the administrator, teachers

and students and could be calculated as 100, 89.17 and 100 percent of each group of

the sample size. The average of collected Erestionnaire was97.34 percent.

There were two parts of collecting tle information. The first was to collect

from the qualitative method and the second was the Erantitative method. After

finishing the collection the analysis of tle data from both methods was beginning.

The information was analyzed in order not only to answer the research questions but

also zuggesting the practical and appropriate way for management of the vocational

institution especially the private one.

According to qualitative method, after each day ofthe interview, The collected

information has been sorted and rearranged according to each of management areas.


FLLI Strm Iffikul Methodolory/3E

There was an analysis of the information from the interview in order to pick up the

interesting point and was used for probing with the next interview.

In the analysis of the quantitative results, the freErency distribution in terms of

percentages was used for classification of respondents' regard to the personal

information and Erality of each 6anagement area. The test of significance differences

in opinions about management between groups of the respondents was the non-

paramefric test Chi-square.


Fac. of Grad. Studies, Mahidol Univ. M.E<t.@ducational Management) / 39

CHAPTER IV

RESULTS

This part presents tle data collected from the study. The interpretation and

analysis of it are also in this part. The organization of the presentation of data follows

the sequence of the statement ofthe Erestions of the study in part l. The first section

of this part is the profile of the respondents and the second section is presentation of

the data collected from the questionnaire and interview.

4.1 Profile of Respondents

The respondents were administrators, teachers and sfirdents. The profiles of

the administrator are age, sex, highest education attainmeng total length of serrrice in

administration, length of serrrice in the present positioq level and character of the unit

and number of the subordinate colleague in the unit. The profiles of the teacher are

agg se4 highest education attainment total length of service in teaching length of

service inteaching at present schoof teaching level and teaching subject. The profiles

of the studentinclude 4ge, s€x, studyrng zubjec! years of study. The distribution of

freqnencies and percent4ge of the administrators, teachers and students are presented

intable 2.


Fl.Lt Srmlntakul

Administratorst personal information

Table 2 Frequency distribution of adminis6atols by age.

Re.sul8, Data Prese, ation md Analysis / 40

Age(years) Number of Respondents Percentage

20-30

3140

4l-50

5l and over

5

l0

4

2

23.8

47.6

l9

9.6

Total 100

As shown in Table 2, frve (5) ow of twenty-one (21) or 23.8Yo of the

administrators are in the age range of "20-30" years old. Ten (10) out of twenty-one

(21) or 47.6% of the administrators are in tle age mnge of "31-40" years old. Four

(4) out of twenty-one (21) or l9o/o of the administrators are in the 4ge range of "41-

50" years old. Two (2) or 9.6Yo are in the €e range of 5l and over. It shows that the

biggest number of the adminisfiators in the study is in the range 3l to 40 years old.

Table 3 Frequency distribution of administrators by sex.

Sex Number of Respondents Percentage

2l

Male

Female

l0

ll

47.6

52.4

Total 100

As shown in the Table 3, ten (10) or 47.6% of twenty-one (21) administrators

are male. Eleven (l l) or 52.4yo are female.

2l


Fac. of Grad. Studies, Iv{ahidol Univ. M.Ed(Educational Management) / 4 I

Table 4 Frequency distribution of administrators by highest education attainment.

Education

Diploma

Bachelor's Degree

Master Degree

Doctoral Degree

Other

I

l5

5

0

0

4.8

7t.4

23.8

0

0

Total 100

As shovm in Table 3, one (1) ow of twenty-one (21) or 4.gvo of the

adminisfrator finished Diploma level. Fifteen (15) out of twenty-one (21) or 7l.4To of

the administrators finished their Bachelor's Degree. Five (5) out of twelrty-one (21) or

23.8% of the administrators finished their master degree. It shows that most of the

administrators finished Bachelor's Degree.

Table 5 Freqtrency distribution of administrators by total length of service inadministration

Length of service inNumber of Respondents Percentage

2l

l-5

6-10

I l-15

t6-20

and over

9

5

I

2

0

4

42.9

23.8

4.8

9.5

0

t9

2l

no

TotaI 2t 100


Fl.Lt Sa,m-Irrtekul Resrilts, Data Presentdion md Anatysis / 42

As shoum in the Table 5, nine (9) of the twenty-one (21) administrator

respondents or 42.9Yo have had I to 5 years e4perience in administration senrice. Five

(5) of the twenty-one QD administrator respondents or 23.8Yo have had 6 to l0 yeaf,s

experience in adminisfi'ation service. One (l) of the twenty-one (21) administrator

respondents or 4.8Yo has had l l to 15 years experience in administration service. Two

(2) of the twenty-one (21) administrator respondents or 9.5Yo have had 16 ts Z0 years

e4perience in adminishation service. The data in the Table 4 indicates tlat almost

three-fourth of the administrator respondents has less than l0 year's experience in the

administration service.

Table 6 FreErency distribution of adminisfiators by length of service in the position

Length of sen'ice inNumber of Respondents Percentage

present position (years\

l0

5

I

0

5

l-3

4-6

7-9

l0 and over

no response

47.6

23.8

4.8

0

23.8

Total 100

As shown in the Table 6, ten(10) of the twenty-one (21) adminishator

respondents or 47.6%o have had I to 3 years in their present position. Five (5) of the

twenty one (21) administrator respondents or 23.8Yo have had 4 to 6 yeaf,s in their

present position. One (l) of the twenty-one (21) administrator respondents or 4.8%

has had 7 to 9 yeaf,s in their present position. Two (2) of ttre twenty one (21)

administrator respondents or 9.5% have had 16 to 20 years in their present position.

2l


Fac. of Grad. Studies, Mahidol Univ. M.Ed"(Educational Management) | 43

The data in the Table 6 Indicates jnat almost three-fourth of the administrator

respondents have less than 6 years e4perience in the present position.

Table 7 Frequency distribution of administrators by the unit in the organization.

Character of the unit Number of Respondents Percentage

Sector

Academic Sector

Department

Group of subject

Unit

No response

6

2

6

5

2

0

28.6

9.5

28.6

23.8

9.5

0

Total 2l 100

As shovm in the Table 7, six (6) of the twenty-one (21) administrator

respondents or 28.6Yo manages the sector in the organization. Two (2) of the twenty-

one QD administrator respondents or 9.5yo manage the department in the

organization. Five (5) of the twenty-one (21) administrator respondents or 23.8Yo

menage the group of subject in the organization Two (2) of the twenty-one (21)

administrator respondents or 9.5% manage the unit in the organization.


FLLI Srmlntakul Results, Data Presentation mat Analysis / 44

Table t Frequency disfribution of administrators by number of the subordinate in tieunit.

Subordinate colleague

in the unitNumber of Respondents Percentage

l-50

5l-100

l0l-150

15l and Over

no response

17

0

I

I

2

8l

0

4.8

4.8

9.4

Total 100

As shovm in the Table 8, seventeen(I7) of the twenty-one (21) administrator

respondents or 8lolo have I to 50 nrbordinates. One (1) of the twenty-one (21)

administrator respondents or 4.8Yo has 101 to 150 and Over 151 subordinates in the

unit.

Teacherst personal information

Table 9 Frequency distribution ofteachers by age.


2l

20-30

3140

4l-50

5l and over

no response

56

36

52.3

33.6

10.3

2.8

0.9

ll3

I

Total 107 100


Fac. of Grad. Shadies, Mahidol Univ. M.Erl(Educational Management) / 45

As shown in Table 9, fifty-six (56) out of one hundred and seven(107) or

23.8yo of the teachers are in the age range of "20-30" years old. Thirty-six(36) out of

one hundred and seven(107) or 33.6Yo of the teachers are in the age range of "3140'

years old. Eleven(ll) out of one hundred and seven(107) or lO.3Yo of the teachers are

in the age range of "41-50" years old. Three(3) or 2.8Yo are in the age range of 5l and

over. It shows that the biggest number ofthe teachers in the shrdy is in the range 20 to

30 years old.

Table 10 Frequency distribution of teachers by sex


Male

Female

No response

54

52

s0.5 '

48.6

0.9

Total 107 100

As shoum in the Table 10, fifty-four (54) or 50.5% of one hundred and seven

(107) teachers are male. Fifty-two (52) or 48,6yo are female.

Table 11 Frequency disfibution ofteachers by highest education attainment.

Education Number of Respondents Percentage

Diploma

Bachelor's Degree

Master Degree

ll 10.5

85

0.9

9l

I


FLLI Sarmlnakul

Table 1l (Continued)

Rssults, Data Presedationmd Analysis / 46

Education Number of Respondents Percentage

Doctoral Degree

Other

No response

0

0.9

2.7

0

I

3

Total to7 100

As shown in Table ll, eleven (ll) out of one hundred and seven (107) or

10.5% of the teachers finished Diploma level. Ninety-one (91) out of one hundred and

seven (107) or 85Yo of the teachers finished their Bachelor's Degree. One (l) out of

one hundred and seven (107) or 0.9Yo of the teachers finished master degree. It shows

thatthe most of the teachers finished Bachelor's Degree.

Table 12 Frequency distibution of teachers by total length of service in teaching.

Length of service in

teaching (years)Number of Respondents Percentage

l-10

ll-20

2t-30

3l-40

4l and over

no resporNe

86

l0

I

2

0

8

80.4

9.3

0.9

1.9

0

7.5

Total 100

As shown in the Table l2,EiSty-six (86) of the one hundred and seven (107)

teacher respondents or 80.4Yo have had I to l0 years experience in teaching. Ten (10)

to7


Fac. of Grad. Shdies, Mahidol Univ. M.Ed"@ducational Managemert) | 47

ofthe one hundred and seven (107) teacher respondents or 9.3Yo have had ll to 20

years experience in teaching. One (l) of one hundred and seven (107) teacher

respondents or 0.9% has had 21 1o 30 years e4perience in teaching. Two (2) of one

hundred and seven (107) administrator respondents or 1.9% have had 3l to 40 years

experience in teaching. The data in tle Table I I indicates more than three-fourth of

the respondents has less than l0 years e4perience in teaching.

Table 13 Frequency distribution ofteachers by length of service in teaching at presentschool.

Length of teaching inNumber of Respondents Percentage

present school (years)

7-9

l0 and over

no responsie

28

42

28

3

6

l-3

4-6

26.2

39.3

26.2

2.8

5.5

Total t07 100

As shown in the Table 13, twenty-eight (28) of the one hundred and sevbn

(107) teacher respondents or 26.2Yo have had I to 3 years in teaching at the school.

Forty-two (42) ofthe one hundred and seven (107) teacher respondents or 39.3% have

had 4 to 6 years in teaching at the school. Twenty-eight (28) of tle one hundred and

seven (107) teacher respondents or 26.2Yo have had 7 to 9 years in their present

position. Three (3) ofthe one hundred and seven (107) teacher respondents or 2.8%

have had l0 years and over in teaching at the school. The data in the Tablel2


Fl.Lt Sarmlntakul Itesults, Data Prese,fiationand Anafysis / 48

indicates that about three-fifth of the teacher respondents have less than 6 years in

teaching in the school.

Table 14 Frequency distribution ofteachers by teaching level.

Teaching level Number of Respondents Percentage

Certificate

Diploma

Certificate and Diploma

No respgnse

l5 l4

t2.l

72

1.9

l3

77

2

Total L07 100

As shoum in the Table 14, fifteen (15) of one hundred and seven teacher

respondents or l4%o teach in certificate level. Thirteen (13) of one hundred and seven

teacher respondents or l2.lYo teach in diploma level. Seventy-seven (77) of one

hundred and seven teacher respondents or 72Yo teach in both certificate and diploma

level. The data in the Table 13 indicated that most of the teachers teach in both

certificate and diploma level.


Fac. of Grad. Studies, Mahidol Univ.

Studentst personal information

Table 15 Frequency distribution of students by age.

M.Ed.@ducational Management) / 49


15-2a

2t-25

26-30

3l-35

36 and over

no resporute

218

99

22

7

2

0

62.6

28.4

6.3

2.0

0.6

0

Total 348 100

As shown in Table 15, two hundred and eighteen (218) out of tlree hundred

and forty-eight (348) or 62.6To of student respondents af,e in the 4ge range of "15-

20' years old. Ninety-nine (99) out of tlree hundred and forty-eight (348) ot 28.4o/o

of student respondents are in the age range of *21-25" years old. Twenty-two Q2) o8

of tlree hundred and forty-eight (348) or 6.3Yo of student respondents are in the age

range of "26-3C' years old. Swen (7) or 2Yo are in the age range of "31-35" years

old. Two Q) u" 36 and over. It shows that the biggest number of the shrdents in the

study is in the range 15 to20 years old.

Table 16 Freguency distribution of students by sex.


Male

Female

154

t94

44.3

55.7

Total 100


FLLI Samlnrakul Results, Data Prese, rlation and Anafysis / 50

As shown in the Table 16, one hundred and fifty-four (154) or M.3Yo of three

hundred and forty-eight are male. One hundred and ninety four (19a) or 55.7o/o are

female-

Table 17 Frequency distribution of students by studying zubject.

Subiect Number of Respondents Percentaqe

Business computer

Accounting

Hospital business

Automotive

Electrical

Elechonics

Constnrction

160

n46

7.8

8.6

18.4

7.5

I1.5

0.3

30

64

26

40

I

Total 100

As shovm in Table 17, one hundred and sixty (160) out of tiree hundred and

forty-eigbt (348) or 46To of student respondents study Business computer. Twenty-

seven Q7) out of three hundred and forty-eight (348) or 7.8%o of student respondents

study Accounting. Thirty (30) ow of tbree hundred and forty-eight (348) or 8.6% of

shrdent respondents study Hospital business. Sixty-four(64) or 18.4% study

Automotive. Twenty-six (26) or 7.5Yo study Electrical. Forty (40) or ll.5% of the

respondents study Electronics. One studies Constnrction It shows that the biggest

number of the students study Business computer.


Fac. of Grad. Studies, Mahidol Univ. M.Ed.@ducational Management) / 5I

Table 18 Frequency distribution of students by level of study.

Level of study Number of Respondents Percentage

Certificate 6l t7.5

Total 348 100

As shown in the Table 18., sixty-one (61) or 17.5% of three hundred and

forty-eight study in certificate level. Two hundred and eighty seven Q87') or BZ.SYo

study in diploma level.

Table 19 FreErency disfibution of sfirdents by years of study.

Years of study Number of Respondents Percentage

24.4

2t.6

8

34.5

I l.s

85

75

28

t20

40

I

2

3

4

5

Total 348 100

As shown in Table 19, eighty-five (85) out of three hundred and forty-eight

(348) or 24.4Yo of student respondents shrdy in first year. Seventy-five (75) out of

tlree hundred and forty-eight (348) or 21.6% of student respondents study in second

year. Twenty-etghty (28) out of three hundred and forty-eight (348) or SYoof student

respondents study in third year. One hundred and trnrenty (120) or 34.5Yo study in

fourth year. Forty (a0) or ll.syo study in fifth year. It shows that the biggest number

oftle students study in fourth year.Copyright by Mahidol University

p1.tr1 geren Intekul Rsults, Data Fresertation md Anatysis / 52

4.2 Presentation of Data relative to Research Questions

In this section, the data is presented within the framework of the research

questions. The percentage of the respondents' opinions in each field of management is

elaborated in table. The first research question was developed in order to identi$ the

opinions of administrators, teachers and students about management of the school.

The second research question, differences among ttre opinions of administrdo$,

teachers and students about management of the school were compared with

Nonparametric test Chi-square. The third research question, differences between the

opinions of engineering and business administation shrdents about the school

man4gement were clarified with Nonparamefric test Chi-square. The fonrth research

questioq differences between the opinions of regular and special course students

about the school management were identified with Nonparametric test Chi-square.

X'irst research question :

What are the opinions of administrators, teachers and students about

management of the school?

Opinions about general administration

Table 20 Percentage of opinions of administrators about general administration.

Percentage of respondentst opinions

Field of management Dontt No

know response

General administration

l. Empowerment and

participation

023.8 61.9 14.3


Fac. of Grad. Studies, Mahidol Univ.

Table 20 (Continued)

M.Ed"@ducational Management) / 53

Percentage of respondentst opinions

Don't NoFieldofmanagement | 2 3 4

know response

2. 1[s implementation of 0 42.9 42.9 14.3 0 0

information technology

3. The cooperationwith 4.8 n.6 42.9 4.8 0 0

private sector and

community

4. Qualityhssurance 0 38.1 23.8 38.1 0 0

5. Internal Audit 0 19 52.4 28.6 0 0

As shown in the table 20 , the administrator respondents generally agree that

the empowerment and participation, the imFlementation of information technology

and the cooperation with private sector were ranked in moderate quality. Except for

the quality assurance system and internal audit management that were higher af 38.l%o

and28.6% atthe 46 quality rank.


FLLI Srmlniekul Rssults, DataPrese, ationaodAnatysis/ 54

Table 2l Percentage of opinions ofteachers about general administration.

Percentage of Respondentst opinions


kmow response1234


l. Empowerment and 3.7 42.1 47.7 6.5 0 0

participation

2. The implementation of 5.6 40.2 44.9 9.3 0 0


3. The cooperation with 2.8 4l.l 46.7 7 .5 1.9 0

private sector and

community

4. Quality Assurance 0 16.8 52.3 28 1.9 0.9

5. Internal Audit 0.9 18.7 58.9 18.7 2.8 0

As illustrated in the table2l, tle teacher respondents generally agee that the

empowerment and participation" the implementation of information technology and

the cooperation with private sector were ranked in moderate quality. Except for the

quality assurance system that ranked highq at 52.3Yo and 28% in 3'd and 4t quality

rank and internal audit management were also higher than the fust tbree at 58.9% and

ll.7Voin 3d and 4ft quality rank.


Fac. of Grad. Studies, Mahidol Univ. M.Ed@ducational Management) / 55

Table 22Percentage of opinions of students about general adminisfalitt.

Percentage of Respondents' opinions

Dontt NoF'ieldofmanagement | 2 3 4

know response


l. Empowerment and 7.5 29.3 36.5 4.3 1.4 2l

participation

2. The implementation of 6.3 37.4 39.1 9.2 1.7 6.3


3. The cooperationwith 5.2 35.9 32.8 16.4 2.3 7.5

private sector and

community

4. Quality Assurance 3.7 n3 40.8 l2.l 5.2 10.9

5. Internal Audit 2.9 15.8 3a.2 n.6 5.2 33.3

As depicted in the table 22 , the student respondents rated the general

administration in moderate to high quality of management especially the cooperation

with private sector and community that lanked high as 32.Syo and l6.4Yo at 3d and 4s

quality rank and quality assurance system that ranked higher at 40.8Yo and ll.lYo at

3d and 4t quality rank. But the students seem to not understand the internal audit

management. They arurwer 'don't know' 5.2Yo and there were no resporne at high

number as33.3Yo. Copyright by Mahidol University

Fl.Lt Sranlnlakul

Finding from interview

General Administration

Results, Data Presentation md Analysis / 56

According to the empowennent and delegation of power, when there were

need to make a decision in any topic there will be a meeting that arrange in order to

find the resolution. The members in the team or in the meeting can describe their

opinions and find the conclusion together. The subordinates can propose their ideas to

the zuperior according to their responsibility.

The administrators have mentioned about empowerment and delegation of the

power of the school maragement, which were at high level. Anyway some of tlem

noted that sometimes there was skipping line of tle management especially when

urgency was needed. For the use of information technology in the school

management there was enough hardware for service but tle most important factors

for zuccess was the implementation ofusing it. Some of tle adminis6aler and teacher

were not familiar with the technology and they preferred to manage or teach in the

ordinary way

About the cooperation with the private sectors, school sent the strdent to

train in the outside organization as short period of tlree months. There were Dual

Vocational Training system (DVD that let tle students to str:dy academic and theory

subjects at school then work and fain in reat sihration at the company, for instancg

t.he automotive students and hospital business administration students engaged in the

car service center and hospital. The way to gain more cooperation from the private

sector or the community is to concern about the benefit that they could receive from

the schoot for example if they join the school in training the student they can have a

chance in selecting t.he competence workers in the futrue. Anotler way is to scheduleCopyright by Mahidol University

Fac. of Grad. Studies, Ivlahidol Univ: M.Ed-(Educational Management) / 57

the training time that is convenient for the company to join. The DW students

believed that they could gain more orperiences and improve more competence in

joining this program compaf,e to the ordinary one. And they could adjust their

attitudes to work in the field, for instance tle responsibility, human relationship and

honesty. [a administrator respondent assumed that there may be more cooperation

with the private sectors if tle school ask for tie staff in it to be a part time teachers

because they will be more understand and familiar with the school.

For the Quality Assurance Management of the school there was

accreditation of ttre school from the academic year 2001 to 2005 by the Minisfy of

Education, which was the internal one. Anlmay the process was not continuous. The

quality assurance system was very active in the evaluation period and it would slow

doum after that. It was not in the normal cycle of working in the school. The Internal

Audit was limit to the finance. There was no audit in other work areas and tlere was

no stafftlat seriously takes responsibility in the job.

As consider the data from questionnaire and interview, they showed some

differences. For instance, the quality assurance was rated high from all respondents

but the interview showed that it was active only before and when the evaluation team

anived. It was not consistent process. And for internal audit, interview showed that

respondents seem to understand in the finance intemal audit not for the general of the

projects in the school.


Fl.Lt Strmlntakul Rssults, Data Prese,nation and Analysis / 58

Opinions about academic administration

Table 2fl Percentage of opinions of administrators about academic administration



know response32

Academic

l. Learner centered learning

2. Integration of knowledge

and morale

3. Studying by students'

interest

4. Learning form real

orperience

5. Life long learning

6. Learner development in

using the information

tecbnology

7. Thinking ability

28.6 47.6 23.8

28.6 61.9 9.5

4.8 42.9 33.3 l9

4.8 38.1 52.4 4.8

9.5 28.6 61.9

t4.3 28.6 s1.l

0

0

0

0

0

0

4.89.5 47.7 19 9.5 9.5


Fac. of Grad. Studies, t\4ahidol Univ.


M.Ed.@ducational Management) / 59



know response1234

8. Suitable environment for 4.8 28.6 52.3 14.3 0 0

learning efficiency

9. Sources for self study 19 28.6 38.1 14.3 0 0

10. Cooperationwith 4.8 28.6 61.8 4.8 0 0

community and parents

ll. Cooperation ofprivate 0 6l.9 28.6 g.S 0 0

sectors inte,rm of academic

12. Provide learning for 9.5 28.6 61.9 0 0 0

community

13. Encouraging teachers for 0 14.3 28.6 S7.l 0 0

using the acXion or classroom

to solve the classroom

problems.

14. Creating the cuniculum 9.5 47.7 t9 9.5 9.5 4.g

that serves and relates to tle

need of the community.


Fl.Lt Samlilakul

Table Zl (Continued)

Results, Data Presedation and Anatysis / 60


Field of management I)on't No

how response1234

15. Thevarious methods of 4.8 28.6 52.3 14.3 0 0

assessment

16. The various methods for lg 28.6 38.1 14.3 0 0

study selection

lT.Library service 4.8 28.6 61.8 4.8 0 0

18. Counseling 0 61.9 28.6 9.5 0 0

As shown in the table 23. The adminisfi'ators' opinions on academic

management of the school were satisfactory about the management quality except for

the items learning by preference that rated at ld and 2"d quality rank at 4.8Yo and

z.goA,learning tlroughow life that rated at l$ and 2"u q,rulity rank at 9.5Yo and

28.6yo, thinking ability that rated at ld and 2"u q,rality rank at 9,5Yo and 47.7Yo, c,o

operation with private sector that rated at 2d qllality rank at 6l.gyo, create the

curriculum that serve the community that rated at l$ and 2d qualrty rank at 9.5Yo and

47.7% and the counseling that were ranked at f quality rank at 6l.9%.


Fac. of Grad. Studies, tr4ahidol Univ. M.Ed.@ducational Management) / 6l

Table 24Percentage of opinions ofteachers about academic administration.


Field of management Don't No

know response32

Academic



and morale


interest

4. Learning formreal

experience


6. Learner dwelopment in


technology

7. Tbinking ability

8. Suitable environment for

learning efficiency

0.9 20.6 70.1 7.5

1.9 2t.5 59.8 15.0

23.4 16.8 30.8 28 0.9

0.9 t8.7 55.1 25.2

7.5 32.7 48.6 10.3 0.9

28 55.1 t4

10.3 60.7 25.2

23.4 6t.7 t2.l

00.9

01.9

1.90.9

3.7

1.9 0.9


Fl.Lt Srmlntakul


Re.sults, Data Presedationmd Anatysis / 62


X'ield of management Don't No

know response1234

9. Sources for self study 0.9 28 58.9 ll.2 0 0.9

10. Cooperationwith 6.5 40.2 37.4 9.3 4.7 1.9


ll. Cooperation of private 0 35.5 48.6 17.2 3.7 0.9

sectors in term of academic

12. Provide learning for 9.3 33.6 43 6.5 6.5 0.9

community

13. Encouraging teachers for 1.9 7.5 58.9 30.8 0.9 0

using tle action or classroom


problems.


mFac. of Crrad- Stldies, lvlahidol Univ.


NI.EIL (Educational ]vlmagement) / 63



know response32

14. Creating the curriculum

that serves and relates to the

need ofthe community.

15. The various methods of

assessment

16. The various methods for

study selection

17. Library service

18. Counseling

9.3 42.t 33.6 3.7

2.8 37.4 44.9 t4

6.5 25.2 50.5

10.3 39.3 44.9 4.7

0.9 36.4 47.7 l5

1.99.3

00.9

8.48.4

0.9

0.9

0

As shoum in the table24. The teachers' opinions on academic management of

the school were satisfactory about the management quality except for the items

learning by preference that rated at l$ and 2"u q.rolity rank at 23.4% and 16.8%,

cooperation with community and parent that rated at ld and 2d qualrty rank at 6.5Yo

and 40.2%o, create the cuniculum that serve the community tlat rated at l$ and 2d

quality rank at 9.3Yo and 42.lYo, and the library service that were ranked at ls and 2d

quality rank at 10.3% afi39.3%.


Fl.Lt Sranlntakul Results, Data Preseddion md Analysis / 64

Table 25 Percentage of opinions of students about academic administration.


Field of management I)on't No

know rcsponse32

Academic



and morale


interest

4. Learning form real

e4perience


6. Learner development in


technology

7. Thinking ability


learning efficiency

37.1 44.5 7.5

32.2 42.5 13.8

15.2 17.2 26.7 33 2

I1.8 27.3 37.4 t7.2

2.9 29.3 47.1 14.4 2.9

4.9 33 42.2 t4.4 2.6

4.6 17.2 46.8 26.7

2.9

2.94.34.3

5.8

4.3

3.4

2.9

2.6

2.6 t7.5 11.8 5.7 4.3


Fac. of Crad- Studies, lvfahidol Univ.


I4Ed. (Ealucational trdmag€metrt) / 65


Field of management1234

9. Sources for self shrdy 4.3 31 37.9 15.5 6.3 4.9

10. Cooperationwith 12.4 30.5 24.7 8.6 5.7 l8.l


ll. Cooperation of private 4.3 25.6 33.6 8 6.9 21.6

sectors in term of academic

12. Provide learning for 12.4 21.8 29.6 9.2 6.6 20.4

community

13. Encouraging teachers for 6.3 29.3 32.5 10.6 3.7 17.5

using the action or classroom


problems.

14. Creating the curriorlum 8.3 28.4 27.6 7.8 4.6 23.3

that serves and relates to the

need ofthe community.

15. The various methods of 4.9 25.6 34.5 21.8 4.3 8.9

assessment

I)on't No

know response


Fl.Lt Srmlnukul


Results, Data Preseilationand Analysis / 66



know response3

16. Thevarious methods for

study selection

17. Library service

18. Counseling

4.9 23.6 37.4 17.5

2t.6 35.6 26.7 7.2 2.9

12.6

6

l.l n 31 26.1 6.3 8.3

As shown in the table 25. The shrdents' opinions on academi6 management of

the school were satisfactory about the management quality except for the items

learning by preference that rated at ld and 2* qrrolity rank at 15.2% and l7.2Yo,

cooperation with community and parent tiat rated at 1$ and 2"d qualrty rank at l2.4yo

and 30.5%, and the library service that were ranked at ls and 2"d quality 6nk at

21.6% and35.6Yo.

Finding from interview and observation

Academic administration

There were several important findings in the academic management of the

school, for instance the curriculuq teaching media" learning method, the assessment,

the learning throughout life, the counseling system and the library services. The

Curriculum used in the school are from the Department of Vocational Education

(DO\D) Miniry of Education which were not approved from the private enterpriseCopyright by Mahidol University

Fac. of Grad- Studies, fvlahi<tol Univ. lvlEd@rlucational Management) / 67

and some of them are out of date. The curriculum development from the user of the

product was take times and probably can not catch up with the rapid change of the

tecbnolory. Even the change from the school level was too complicate to zuccess in

short period of ':me. Staffs were trying to implement the learner centered leaming

but they did not understand clearly about the method. Some staffjust ordered students

to study by themselves without enough zupport or facilitation. Some zubjects were

need combination of teaching in order to gain the students' interest. Anyway the trend

ef implement this was positive. Apart from this, there was leading teacher project that

encouraged teacher to implement the new ideas of teaching. Teachers were volunteer

to participate for two yeaf,s continuously. The first year there was only one teacher

and the second year there were nine of them. Teachers seemed to join more in this

project and improve themselves faster than ever. There were too many of added up

periods for the studenq for instance sport and English classes. This occupied most of

the students' time so they had not enough t'qre to shrdy by themselves. Special course

shrdents mentioned about the inappropriate of the syllabus that sometimes tle

students learned the more advance zubject before the fundamental one. The reason

was the number of the student in the class was not enough and there was merging

between the classes.

Teaching media were enough but the vadety of them was limited to some

medi4 for instance the transpa^rency film- The media that teacher or student invent

was small in number. The innovation was rarely seen in the school. It was also found

that teacher familial to use ordinary media more than the new one.

There iyag implementation of the school policy about encouraging all staffto

conduct classroom research but generally the staff were not understand the metlodCopyright by Mahidol University

Fl.Lt. Saran Intakul Resul$ Data Presentation and Analysis / 6E

enough to perform a good quallty research. They were not confident enough about

research methodology and how to report it. There was a seminar in this topic in order

to help the staff but there was confusion, for instancg the example of the action

research should be more clear and varied. The advisor to the staffwho conducted the

research should clearly understand about the research metlodology and the most

important factor was the available time of the advisor.

There were two main methods of teaching supervision in tie schoot Buddy

system and Clinical supervision. Generally the strpervision could not help tle

teacher effectively. The motivation and time were the main reasons. The selection of

the buddy was the key success of tlis method. Some teacher in buddy system did not

tell the weak points to his or her partner because there was too much consideration of

another's feeling. And the inexperience staff could not help the partner. About the

clinical zuperrisio4 tle time in term of availability and matching was the key

sucoess. Sometimes the supervisors were not available at tle same l"ne so tie

supervision could not be happened. All respondents believed that the zupervision

would improve the quality of teaching learning and the development of the method

need to be done.

In the assessment the students commented that some staffs described too

much about the details of the testing so the student who just concentrated in the final

period could score the same or better than the shrdent who continue focused on the

zubject. The examination of the school was focus too much on the theory. There was

not enough practical testing. They believed that regularity of practical testing would

keep the student active and develop them effectively. The practical testing can

separate the proficient student and the negative one efficiently.Copyright by Mahidol University

Fac. of Grad. Strdies, lvlahfulol Univ. Nfi.Ed.(Educational tvlanagement) / 69

The Stgdent Respondents would like to study via the Internet or E-leaming

but generally they believed that E-learning could not replace the ordinary. The

reasofft are the environment and the need of social interaction but it could support and

fulfill the system when there was limitation of the ordinary one, for instance the

distance from home to school. The library had not enough books in term of books pa

item especially the books that zupport the main zubject for instance computu,

accounting and engineering. Abow half of the counseling staff did not know their

students. Some shrdents did not trust the staffs. They were aware about the

confidential. The counseling system was more reactive than proactive and this caused

no prevention of the problem just the correction of the problem.

Generally, administrators, teachers and student were moderate satisff with

academic management of the school except for study by students' interest or what

student would like to learn and library service that majority of them felt negative with

those two areas of management.

Opinions about Finance administration

Table 2fPercentage of opinioas sf adminisfiators about finance administration.


Field of management Dontt No234

know response

Finance

l. Finance system 4.809.5 l9 47.7 l9


Fl.Lt Saran Intakul


I{esults, Data Presentation and Analysis / 70



know response32

2. Transparency of finance

system

23.8 61.9 9.5 4.8

The adminishator respondents rated the finance system i" high quality

especially the fiansparency of the system that rated w 6l.9Yo and 9.5Yo at 3d and 4t

quality raok.

Table 27 Percentage of opinions ofteachers about finance adminishation


X'ield of management I)ontt No

know response32

Finance

l. Finance system

2. Transparency of finance

system

5.6 23.4 t4 tz.r

31.8 34.6 15.9 15.9

The teacher respondents rated the finance system in high quality especially the

fiansparency of the system that rated as34.6Yo and l5.9Yo at 3d and 46 quality rank.

1.9

1.9


Fac. of Grad. Snrdies,lvlahialol Univ. M.Ert@rfucational lvlanagement) / 7l

Table 28 Percentage of opinions of students about finance administration.



kmow response1234

Finance

l. Finance system 7.2 17.2 22.7 7.2 6.9 38.8

2. Transparency of finance 6.3 22.7 17.8 6.6 6.3 40.2

system

The students \lrere not perceived clearly with the management of the finance

system. They rated it ate .9%o as don't know and there were 38.87o no resporNe.

Findings from interview

Finance system administration

The system was fast. There was no serious mistake. The respondents believed

in the transparency of the system. The Student respondents did not know the process

in this management area.

Overall the finance system were effective with transparency. Students seem to

not understand in the system.


Fl.Lt. Saran Intakul Results, Data Presentation and Anatysis / 72

Opinions about Human resource management

Table 29 Percentage of opinions of administrators about human resourcemanagement.



kmow response2

Human r€$ourcemanagement

1. Selection 4.8 23.8 47.6 23.8

4.8 19 47.6 19 4.8

28.6 47.6 23.8 0 0

9.5 28.6 42.9 14.3 4.8

28.6 57.t t4.3 0

14.3 38.1 33.3 14.3

t4.3 t9 429 23.8 0

0

4.8

3.

4.

Delqgating job and

responsibility

Humanresourcs

dwelopment

Motivation

5. Teamwork

Appraisal system

Encouragement

0

07.

In table 29, rtis found that the administrator rated moderate Erality about the

personnel management exc{ for the motivation to work that rated as 9.5% and

28.6Yo at l$ and 2"d quality rank and appraisal system that were rated low as l4.3Yo

and 38.1% at ls and 2"d Erality rank.


Fac. of Crad- Studies, N{ahidolUniv. MEtt(Educational lvlmage,ment) / ?3

Table 30 Percentage of opinions ofteachers about human resource management.



lsrow responsc32

t.9

2.82.

Human resource management

1. Selection

Delegating job and

responsibility

Human resource

development

Motivation

5. Teamwork

Appraisal system

Encouragement

ll.2 299 46.7 10.3

3.7 24.3 55.1 t4

1.9 25.2 54.2 18.7

6.5 27.1 43.9 22.4

0.9 24.3 58.9 t4 1.9

10.3 45.8 29.9 t2.t 1.9

2.8 43 44.9 9.3 0

3.

4.

7.

In table 30, it was also found that the teacher rated moderate quality about the

personnel management except for tle appraisal system that was rated lower as 10.3%

and 45.8Yo at le and 2"d quality rank.


Fl.Lt Saxanlntalarl Itesults, Data Presentationand Analysis / 7a

Table 31 Percentage of opinions of shrdents about human resource management.



know response32

Human resource

management

l. Selection

Delegating job and

rasponsibility

Humanresource

dwelopment

Motivation

5. Teamwork

6. Appraisal system

7. Encoru4gement

4.9 22.4 19.8

3.4 t7.5 27.9

8.9

10.3

37.1

36.5

24.4

21.6

25

23.6

19.5

6.9

2.

3.72.63.

4.

n 28.2 t4.l

5.2 20.4 33.3 15.5

4.3 t4.4 39.9 10.9 5.5

1.4 31.6 26.t tz.t 5.2

3.2 t7 36.5 16.1 7.8

As shown in table 31, it was found that the students are not involved in the

personnel 6anagement. They generally response as don't know and no responsg for

instance, the selection and arrange personnel for job were rated as no response at

37 .lYo and 3 6.5Yo respectively.


Fac. of Crad- Studies, N{ahidol Univ.

Finding from inten'iew


MEIL (Educational Manage,ment) / 75

The selection of the staffwas very effective with merit system. There were

paper examination, intenriew and teaching demonstration as the selection methods.

The human resource development was one of the advance processes. There were

scholarships for staff to continue learning in the higher level of education

continuously, for instance in master degree. And school also sent staff to join the

academic and professional development conferences regularly.

The assignments of job to staffin term of temporary project were not enough

understanding both administrator and staff. The job descriptions were not rwiewed

regularly so the functions were not clear sometimes.

was not enough.

The appraisal system in approximately 50%

discriminate the effective staff from tle negative one.

reason.

The motivation to work

of departments could not

It may from the following

l. The intention to evaluate the zubordinate of the zupervisor.

2. The confusion between the personal and the duty.

3. The leakage of the evaluation information into public so the head of

department was not brave enough to directly evaluate their staff

There was not enough explanation for the head of the department how to

perform evaluation oftheir subordinate. The evaluation from student about teaching is

controversial. Some believed that it was fair and follow the trend of 1999 national


Fl.Lt. Saran Intalcul Results, Data hesedation and Anatysis / 76

education act that need cooperation from student but some commented that the

student ideas may be bias.

Generally, respondents believed that human resource management of the

school is effective and valuable for the professional development but in the appraisal

area there were some argument abow the performance of evaluating staff. Studentg

like the opinions in finance system, seem to not understand tlis area.

Opinions about technolory and resource for learning management

Table 32 Percentage of opinions of adminisfators abouttechnology and resource forlearning.



how response

Technologl and resource for

learning

l. The media development

2. EJearning

3. Building and services

n.8 38.1 33.3

47.6 28.6 9.5

4.8 47.6 23.8 l9

4.8

4.8

4.8

9.5

Table 32 showed that administrator respondent rated about the technology and

resource for learning as moderate. The quality of management of E-learning was low

as 9.5Yo and 47.6Yo at ld and 2t quality rank and building and services were low as

4.8Yo and 47.6% at ld and 2d quality rank.Copyright by Mahidol University

Fac. of Grad- Strdies,Ivlahidol Univ. tvl"Ed" @duetional Management) / 77

Table 33 Percentage ofopinions ofteachers about technology and resource forlearning.



lmow response1234

Technologr and resource for

leaming

l. The media development 3.7 33.6 48.6 l2.l 1.9 0

2. E-learning 3.7 58.9 30.8 2.8 3.7 0

3. Building and services 4.7 51.4 32.7 8.4 2.8 0

Table 33 showed that teacher respondent rated about the technology and

resource for learning as moderate. The quality of management of E-learning was low

as3.7Yo and 58.9% at l$ and 2d qualrty rank and building and services were low as

4.7Yo and 5l.4yo at l$ and 2d quality rank.


Fl.Lt Saran Intakul Resultq Daia Presedationand fuialysis / 78

Table 34 Percentage of opinions of students about technology and resource forlearning.



know response1234

Technologl and resource for

learning

l. The media development ll.5 31.9 31.9 12.4 6.6 5.7

2. E learning 4.9 40.2 29.9 9.2 6.6 9.2

3. Buitding and services 10.3 38.8 23.6 10.1 6.3 10.9

Table 34 showed about the technology and resources for learning. Student

respondents rated these as moderate to low quality, for instance, the quality of E

learning management are rated at 2d level of quality at 40.2Vo.

Finding from inteniew

Technolory and resource for learning

The development of the teaching media and other information technology

were sluggish and not enough- Student would like to learn through the Internet. They

believed that it would enhance their capability anyway they would like to meet their

staff and other students in order to share ideas and practical training. Teachers

commented that the ordinary teaching was needed because it could provide the

attitude adjusting and establish appropriate work habit for the students.


Fac. of Crrad" Strdies, Ifahidol Univ.

Opinions about student activity managemenl

Iv[.Ed" (Educational lvlmagement) / 79

Table 35 Percentage of opinions of administrators about student activity.


Field of management I)ontt No234

know response

Student activity

l. General Student activity

2. Welfare and student service

47.6 33.3 14.3

9.5 52.3 23.8 4.8 4.8

4.8

4.8

As shown in table 35, the student activities were ranked from adminisffator

respondents in moderate to low quality especially the welfare and student service

were low as9.5Yo and 52.3Yoat l$ and 2"d quality rank.

Table 36 Percentage of opinions ofteacher about student activity.


Field of management Dontt No234

know response

Student activity

1. General Student activity

2. Welfare and student

service

0.9l51.9

0.93.7

32.7 48.6

53.3 27.1

0.9

l5


Fl.Lt. Samnlntalerl ltesults, Data Pre.sentation and Analysis / 80

As shown in table 36, the shrdent activities were ranked from teacher


were low as l1%o and 53.3%o at l$ and 2"d quality rank.

Table 37 Perce,ntage of opinions of sfirdents about student activity.



how response3

Student activity

l. General Student activity

2. trIelfare and student

serrrice

17.5 10.6

t4.4 38.2 29.9 7.8 3.2 6.6

28.26.6

As shown in table 37, the studelrt activities were ranked from student


were low as l4.4Yo and 38.2Yoat l$ and 2d Erality rank.

Finding from interview

StudentActivity

Students played minor role in tle student activities administration Teachers

often organized activity for the student sometimes the shrdent feel lack of motivation

to commence the activrty. They think that they were forced to do activity not from

their own thinking. The full time of learning in a day was obstacle to the student

activity. Students did not have enough time to join and create activity. Student clubCopyright by Mahidol University

Fac. of Gtad Strdies, N{ahidol Univ. M.E<L@ducational Mmagement) / 8l

or organization was as in beginning stage some of the committee did not recognize

their function and role. They just help the staffto complete the activities.

There were too many activities in the second semester for instance sport day,

skill competitio4 CTECH football cup and tradition activities. Students commented

that they did not have enough time to snrdy efficiently in the second semester.

School encouraged the student to play sports continuously for instance anti-

dnrg sport that combined more than 5 sports for student to join. For sport day activity

shrdent would like to be in the same color as in the same classroom. They did not

want to be split in the same classroom because they feel more fun with familiar

friends.

Generally, student activity was moderate in qualif in the respondents' point

ofviews but for students' opinions, they would like to have more welfare and time to

join the various activities.

Second question:

Are there differences among the opinions of administrators, teachers and

students about management of the school?

Table 38 Chi-sErare of the opinions of the administrators, teachers and studentscrosstab with each of general administration management area-

General administrationLevel Degree criticalof Sig. fr"So- valuex2

Sig.

l. Empowerment and participation 4.751 .05 2 5.99 NS

2. ffos implementation of


.050.427 5.99 NS


Fl.Lt Saran Intakul


Rssults, Data Presentation and Analysis / 82

General administration , Lever Degree criticalx- of Sig. rr..tjo- valuesig'

3. The cooperation witl private

sectors and community

4. Quality Assurance

5. Internal Audit

0.306 .05 2 5.99 NS

16.494

7.568

.05

.05

5.99

s.99

s

s

2

2

As shovm in Table 38. , there were significant'relationship between the tlnee

groups of the respondents (administratory teachers and students) and their levels of

opinions with respect to quality assurance and internal audit management of the

school at the level of significant (a) 0.05.

Table 39 Chi-square of tle opinions of the adminisfators, teachers and studentscrosstab witl each of academic management area

Academic management

Level Degree

of Sig. of

freedom

Critical Sig.

valuef


2. Integration ofknowledge and

morale

3. Studying by students' interest

20.739

9.894

.05

.05

s.99

s.992

3.895 .05 5.99 NS


Fac. of Crad" Sfirdies,lvlahidol Univ.


lvl"Ed.(Edumtional Manage,ment) / 83

Academic management

Level Degree

of Sig. of

freedom

x2Critical

value

sig.

4. Learning form real e4perience


6. Learner development inusing the

information technolo gy

7. Thinking ability


learning effrciency

9. Sources for self study

I 0. Cooperation with community

and parents

I l. Cooperation of private sectors

in term of academic

12. Provide learning for community 1.358

13. Encouragng teachers for using 51.906

the action or classroom to solve the

classroom problems.

s.99

5.99

5.99

NS

NS

5.99

5.99

NS

NS

5.99

5.99 NS

2 5.99 NS

5.99

5.99

NS

25.804

0.805

5.928

5.318

0.t37

8.255

2.281

1.662

.05

.05

.05

S.05

.05

.05

.05

.05

2

2

2

.05

2

2.05


Fl.Lt. Saran Intalol

Table 39 (Continued).

Rqsults, Data Presentation and Analysis / 84

Academic management

Level Degree

of Sig. of

freedom

Critical Sig.

valuex2

14. Creatingthecurriculumthat 3.430

serves and relates to tie need of the

community.

5.99 NS

0.557 .05 2 5.99 NS

1.155 .05 2 5.99 NS

.05


assessment

16. The various methods for study

selection

lT.Library service

18. Counseling

12.2t4

5.002

.05

.05

s2

2

s.99

5.99 NS

As shown in Table 39, there were significant relationship between the tbree

groups of the respondents (administrators, teachers and student$ and their levels of

opinions with respect to leamer centered learning integration of knowledge and

moralg learning from real e4periencg sources for self shrdy, encouraging teacher for

using the action or classroom research to solve the classroom problem and library

service at the level of significant (a) 0.05.


Fac. of Cr'rad- Studies, I{ahidol Univ. lvlE<t@ducdional lvlmage,ment) / 85

Table 40 Chi-square of the opinions of tle administrators, teachers and studelfscrosstab with each offinance system management af,ea.

Finance system

Level Degree

f of Sig, of

freedom

Critical Sig.

value

l. Finance system 4.903 .05 s.99

5.99

NS

2. Transparency of finance system 10.207 S.05

Table 40. presents that there was significant relationship between the tlree

groups of the respondents (administrators, teachers and students) and their levels of

opinions with respect to fiansparency of finance system at the level of significant (cr)

0.05.

Table 41 Chi-sErare of the opinions of the administratorg teachers and studentscrosstab with each of human resource management area.

Human resource management x2

Level Degree

of Sig. of

freedom

Critical Sig.

value

1. Selection

2. Delegating jobs and

responsibility

3. Human resource dwelopment

4. Motivation

7.538

2.893

10.405

0.887

.05

2.05

.05

2.05

s.99

5.99

5.99

5.99

NS

s

s

NS


Fl.Lt. Saran Intakul


Results, Data Preseilation and Analysis / 86

Human resource management x2

Level Degree

of Sig. of

freedom

Critical Sig.

value

5. Teamwork

Appraisal system

Enbouragement

0.965

r.731

4.272

.05 s.99

5.99

s.99

NS

NS

NS

6.

7.

.05

.05

As shovm in Table 41. , there were significant relationship between the three

groups of the respondents (adminisfators, teaghers and students) and their levels of

opinions with respect to selection and human resource dwelopment at the level of

significant (a) 0.05.

Table 42 Chi-sErare of the opinions of the administrators, teachers and sadentscrosstab with each of technology and resources for learning 6anagement area.

Technolory and resouroes for

leaming managementf

Level Degree

of Sig. of

freedom

Critical Sig.

value

1. The media development

2. E-learning


9.7t2

2.980

0.534

s.05 5.99

s.99

5.99

NS

NS

.05

.05

As shown in Table 42, there were significant relationship between the tlree

groups of the respondents (administrators, teachers and students) and their levels ofCopyright by Mahidol University

Fac. of Grad- Studis,lvlahidol Univ. M.Ert @rlucational lvlmage,nmt) / 87

opinions with respect to teaching media development at the level of significant (cr)

0.05.

Table 43 Chi-square of the opinions of the administrators, teachers and studentscrosstab with each of student activity management area.

Level Degree

of Sig. of

freedom

Critical

value

sig.Student activity management t

l. General Student activities


NS

.05 NS

As shown in Table 43. , tlere was no significant relationship between the three

groups of the respondents (administrators, teachers and shrdents) and their levels of

opinions with respect to student activity management area at the level of significant

(a) 0.0s.

Administrators, teachers and students believed in the same way for some areas

of management except for in some topics, for instance in the academic management

area and finance area students did not know about the system and also some iszues in

the human resource management that students did not involve and eng4ge in ttre area

so they did not know.

2.828

3.393

.05 5.99

s.992


Fl.Lt Saran lntakul Resul$ Data Presentationand fualysis / 88

Third question:

Are there differences between the opinions of business and engineering students

about the school management?

Tabte 44 Chi-square of tle opinions of the business administration students andengineering students crosstab with each of general administratiea 64n€otnent area.

General administration fLevel Degree

of Sig. of

freedom

Critical Sig.

value

l.' Empowerment and participation 12.189 .05

9.t34 .05 4

7.559

4.608 .05 4

9.49

9.49 NS

9.49 NS

9.49 NS

s

2. The implementation of

informationtwhnology

4.053.

4.

The cooperdion with private

sectors and community

Quality Assurance .

5. Internal Audit 9.746 .05 4 9.49 S

As shovm in Table 44. , there were significant relationship between the two

groups of the respondents @usiness and engineering snrdents) and their levels of

opinions with respect to empowerment and participation and internal audit at the level

of significant (cr) 0.05.


Fac. of Cirad- Strdis, lvlahiilol Univ. lvf"Erl(Erlucational Managemeirt) / 89

Tabte 45 Chi-square of the opinions of the business adminisff'ation students and

engineering students crosstab witl each of general academic management area.

Academic management

Level Degree

of Sig. of

freedom

Critical Sig.

valuef


2. Integration ofknowledge and

morale


4. Learning form real orperience


6. Learner development inusing the

information technolo gy

Z. Thinkine ability


learning efficiency


19.875

9.655

9.297

7.805

t0.231

7.tll

8.570

t7.533

8.561

.05

.05

.05

.05

9.49

9.49

9.49

9.49

9.49

9.49

NS

NS

NS

9.49

9.49

NS

9.49 NS

s

s

4

4

.05

.05

s4

4.05

s

4

4.05

.05




Re.sults, Data Presentation and Anatysis / 90

Academic management

Level Degree

of Sig. of

freedom

Critical

value

sig.f

I 0. Cooperation witl comnunity

and parents

I l. Cooperation of private sectors

in term of academic

12. Provide learning for community

13. Encouraging teachers for using

the action or classroom to solve the

classroom problems.

14. Creating the currictrlum that

seryes and relates to the need of the

community.


assessment

16. The various methods for study

selection

17. Library service

18. Counseling

9.49 S

9.49 NS

9.49

9.49

NS

9.49 NS

4 9.49 NS

9.49 NS

9.49

9.49

NS

46.841

5.767

4.9t1

t2.039

.05

.05

1.623

8.481 .05

9.039 .05

5.t73

26.488

.05

4.05

4

4

4.05

S4

4.05

.05 SCopyright by Mahidol University

Fac. of Crad- Sudies, Iv[ahidol Univ. fr{.Ed.@ducational Mmagement) / 9 I

As shoum in Table 45. , there were significant relationship between the two

groups of the respondents (business and engineering students) and their levels of

opinions with respect to learner centered learning integration of knowledge and

moralg life long learning zuitable environment for learning efficiency, cooperation

with community and paf,ents, encouraging teacher for use the action or classroom

research to solve the classroom problems and counseling at tle level of significant (cr)

0.05.

Table 46 Chi-sErare of the opinions of the business administration students and

engineering students crosstab with each of general finance system man4gement area.

Finance system

Level Degree

X2 of Sig. of

freedom

Critical Sig.

value

1. Finance system 5.43t .05 9.49

9.49

NS

2. Transparency offinance system 15.183 s4.05

As shoum in Table 46 , there was significant relationship between the two

groups of tle respondents (ousiness and engineering students) and their levels of

opinions with respect to transparency of finance system at the level of significant (a)

0.05.


Fl.Lt. Saran Intalcul Results, Data Presentationand Analysis / 92

Table 4? Chi-square of the opinions of the business administration students and

engineering students crosstab with each of human resource management af,ea.

Human resource management fLevel Degree

of sig. of critical sig'

freedom value

1. Selection

Delegating jobs and

responsibility

3. Human resoruce dwelopment

4. Motivation

5. Teamsrork

Appraisal system

Encouragement

2.785

2.971

4.002

2.303

t7.948

7.953

10.2t2

.05

.05

.05

.05

9.49

9.49

9.49

9.49

9.49

9.49

9.49

NS

NS

NS

NS

NS

4

4

4

S

4

4

.05

7.

.05

.05

As shown in Table 47,there were significant relationship between the two

groups of the respondents (business and engineering sfirdents) and their levels of

opinions with respect to teamwork and encouragement at tle level of significant (cr)

0.05.


#F M-Ed.@ducational lvlmag€meil) / 93

Table 48 Chi-square of the opinions of the business administration students and

engineering students crosstab with each of technology and resources for learning

6anagement area.

Technologr and resources for

learning managementN2

Level Degree

of Sig. of

freedom

Criticai Sig.

value


2. E-learning


0.51I

7.5n

2.780

4

4

.05

.05

.05

9.49

9.49

9.49

NS

NS

NS

As illustrated in Table 48 , there was no signifrcant relationship between the

two groups of the respondents (business and engineering students) and their levels of

opinions with respect to technology and resoluces for learning management area at

the level of significant (cr) 0.05.

Table 49 Chi-square of the opinions of tle business administration students and

engineering students crosstab with each of student activity management area.

Student activity management tLevel Degree

of Sig. of critical sig'

freedom value



3.903

7.088

9.49

9.49

NS.05

4.05 NS


Fl.Lt. Saran Intakul I{esults, Data Presenlationond Analysis / 94

As illustrated in Table 49, there was no significant relationship between the

two groups of tle respondents (business and engineering students) and their levels of

opinions with respect to in student activity management area atthe level of significant

(ct) 0.0s.

In the comparison of the business md sngineering students' opinions on

management of the schoot there were different in some area of management for

instance general adminisration, academic management, finance system and human

resoluoe management. There was no different in technology for learning and student

activity man€ement that the opinions were relatively the same for business students

and engineering students.

Fourth question:

Are there differences between the opinions of the regular course and the special

oourse students about tle school management?

Table 50 Chi-square of the opinions of the regular course and the special course

students crosstab with each ofgeneral administration management af,ea.


Level Degree

f of Sig. of

freedom

Critical Sig.

value

l. Empowerment and participation 14.268

2. 1[s implementation of


S

s

.05 9.49

9.4922.747 .05


Fac. of Grad" Snrdic, lvlahftlol Univ.


Nf.E<t@ducational Management) / 95


Level Degree

of Sig. of

freedom

Critical Sig.

valuef

3. The cooperation with private

sector and community

4. Quality Assurance

5. Internal Audit

22.484 .05

t2.051

17.854

s

S

4

4

9.49

9.49

9.49

.05

.05

As depicted in Table 50 , ttrere were significant relationship between the two

groups of the respondents (regular and special cowse shrdents) and their levels of

opinions witl respect to all general administration management area of tle school at

the level of significant (a) 0.05.

Table 51 Chi-square of the opinions of the regular course and special course students

crosstab with each of academic management area.

Academic management

.Level Degree

x' of sig. "t critical

valuefreedom

sig.

l. Learner centered learning 28.359 .05

2. Integration of knowledge and morale 21.466 .05

s

s

s

s

4

4

4

9.49

9.49

9.49

9.49


4. Learning form real experience

22.262

23.028

.05

.05


FILL SaranIntakul

Table 5l (Continued)

Re,sults, Data Presentation and fuialysis / 96

Level Degree

of Sig. of

freedom

Critical

value

sig.

Academic management x2


6. Learner development in using the


7. Thinking ability

8. Suitable environment for learning

efficiency


.10. Cooperation with community and

parents

11. Cooperation ofprivate sectors in

term of academic

12. Provide tearning for community

13. Encouraging teachers for using tle

action or classroom to solve the

classroom problems.

4.966

12.516

8.020

22.328

.05

.05

zp.ogg

49.407

.05

.05

31.891 .05 4

32.003

8.475

.05

s4.05

.05

.05

s

4

4

9.49

9.49

NS

9.49

9.49

NS

9.49

9.49

9.49 S

9.49

9.49 NS

s4

s4

s4

4


Fac. of Cirad Studieg lvlahidolUniv.


Ir4Ed (Educational Management) / 97

Level

of Sig.

Degree

of

freedom

Critical

value

sig.Academic management f

14. Creating the cuniculum that 22.361

serves and relates to the need of the

community.

12.493 .05

18.438 .05

t6.717

30.468 .05

9.49 S

4 9.49 S

4 9.49 S

9.49

9.49

.05


assessment

16. Thevarious methods for snrdy

selecfion

17. Library service

18. Counseling

s

s4

.05

As depicted in Table 51, there were significant relationship between the tn'o

groups of the respondents (regular and special course students) and their levels of

opinions with respect to almost all academic management area of the school at the

level of significant (a) 0.05 except for life long learning lhinking ability and

encouraging teacher to use classroom research.


Fl.Lt. Saranlntakul Results, Data Presentation and Analysis / 98

Table 52 Chi-square of the opinions of the regular course and special course students

crosstab with each of finance system management area.

Finance system

Level Degree

x' of sig. "t critical sig'

valuefreedom

l. Finance system 30.t02 .05

2. Transparency offinance system 39.023 .05 S4

9.49

9.49

As depiced in Table 52, there were significant relationship between the two

groups of the respondents (regular and special course snrdents) and their levels of

opinions witi respect to all finance system management area of the school at the level

of significad (ct) 0.05.

Table 53 Chi-square of the opinions of the regular coruse and special course students

crosstab with each of humilllssource man4gement area.


Level Desree

x2 of sig. "t critical sig'

freedom value

l. Selection 2t.541

8.4992. Delegating jobs and

responsibility

9.49

9.49 NS

4

.05

.05

3. Human resource development 14.8M .05 9.49 S


Fac. of Crrad- Studies, lvlahiitol Univ.


M.Ert @dncaional Management) / 99

Level Degree

of Sig. of

freedom

Critical

value

sig.Human resource management t

4. Motivation

5. Teamwork

s

S4

S.05

S47.

15.758

13.380

t2.0t4

t8.694

.05

.05

9.49

9.49

9.49

9.49

Appraisal system

Encouragement .05

As illustrated in Table 53, there were significant relationship between the two

groups of the respondents Gegular and special course shrdents) and their levels of

opinions with respect to almost all human resource management area of the school at

the level of significant (a) 0.05 except for delegating for jobs and responsibility.

Table 54 Chi-square of the opinions of the regular counle and special course students

crosstab with each oftechnology and resources for learning management area.

Technologl and resources for

Iearning management

Level Degree

of Sig. of

freedom

f Critical Sig.

value


2. E-learning

2s.429

18.807

.05 9.49

9.49

s

s4.05




Results, Data Presentationand Analysis / 100

Technology and resources for

learning management

Level Degree

of Sig. of

freedom

Critical

value

sig.x2

3. Building and services 15.704 9.49 S

As depicted in Table 54 , there were significant relationship between the two

groups of the respondents Gegular and special course students) and their levels of

opinions with respect to all technology and re$ources for learning management area of

the school atthe level of significant (a) 0.05.

Table 55 Chi-sErare of the opinions of the regular course and special course studentscrosstab with each of student activity management area.

.05

Student activity management tLevel Degree

of Sig. of

freedom

Critical Sig.

value


2. Welfare and shrdent service

19.061

25.561

.05 9.49

9.494.05

As depicted in Table 55 , there were significant relationship between ttre two

groups of the respondents (regular and special course students) and their levels of

opinions with respect to all student activity man4gement areas of the school at the

level of significant (a) 0.05.


Fac. of Grad- Studies, lvlahidol Univ. lvlEd.(Educational Mmagement) / l0l

Almost all area of management, regular and special course shrdents believed

in different way except for some areas in academic as learning tlroughout life and

thinking ability and human resource management af,ea as arranging people for job that

their opinions were relative.


Fl.Lt. Saran Intal$l Conclusion, Dissussion and Recommendation / 102

CHAPTER V

CONCLUSION, DISCUSSION

AIID RECOMMEI\DATION

This part discusses the summary of findings and conclusions drawn from the

opinio$r of the administrators, teachers and students of Chanapollakan Institute of

Technology Nakhonratchasima. .The recommendations are also discussed in the final

section of this part for the purpose of implementation and continuing research"

This research aimed to shrdy the opinions of the people who were involved in

the school management. The opinions were drawn from the respondents through the

interviews and the questionnaires. The focused topics included the six majorworks of

the vocational education managemen0, whichwere general adminisfation, academics,

finance, human resource, technology and educational resources for learning and

student activity man4gement. The comparisons of opinions between groups of

respondents' were also accomplishe'd, for instancg administrators-teachers-students,

business administration students-engineering students, and regular course students

and special course students.

The questionnaire was dweloped by the researcher within the main area of

vocational education management that was consistent with the provisions of the 1999

National Education Act. It was dweloped under tie zupemision of tle research

supervisors and tested for reliability. There were 348 shrdents, 107 teachers and 2l

administrators respondents. The information was analyzed with the computer as

percentage and Nonparametric test Chi-square and then displayed in tables.Copyright by Mahidol University

Fac. of Grad. Studies, lvlahfulol Univ. lvlEd(Educational lvtmagemmt) / 103

The Interview was also tie research instrtrment. I I students, 6 teachers and 6

administrators had been asked to gle the information about the school administration

The semi-structured qtrestions were used. Probing of the information during the

interview was done in order to gattrer more information. The analysis of the

information was done during the process of the interrriew and the kelmords from the

information were established. The keywords led the researcher to gather the

information for the next respondents.

5.1 Conclusion

5.1.1 Personal data of the respondents

Administrators

Most of the administators of the school were between 3l4O years of age at

47.60/o.7l.4oA of them obtained Bachelor Degree. The total length of the services in

administration were between l-5 years at 42.9% and the length of services in present

position was l-3 years at 47.6Yo. SlYo of them had the subordinate between l-50

persons.

Teachers

Most of ttre teachers in the school were between 20-30 years of age at 52.3%.

85% of them obtained Bachelor Degree. The total length of services in teaching were

between l-10 years af 80.4% and length of services in present school was 4-6 years at

39.3yo.72Yo of themteach in both certificate and diploma levels.


Fl.Lt. Saran Inbkul Conclusion, Discussion and Recommendation I lM

Students

Most of the student respondents were between 15-20 years of age at 62.6%.

Female students were more in numbers at 55.7Yo. Business computer students were

the most prevalence Lt46yo and in diploma study level at 82.5yo

5.1.2. Opinions of the respondents

5.1.2.1 Opinions of administratorsn teachers and students,

The adminisfrator and teacher respondents agreed that the empowermen! the

implementation of information technology and the cooperation with private sectors

were ranked in moderate Watity. In the area of Erality assuran@ system and inte,rnal

audif 6anagement they wsrs high in ryality. Students also feel positive in tiis area of

management but they seemed not to nnderstand about internat audit system of the

school.

The administrators were satisfied with academic man4gement of the school

except the arrangement of studying according to students' interest and capability.

Teac,hers' opinions on academie management of the school were ranked as moderate

quality except for the arrangement for the learners to learn according to their interest

and capability, cooperation with community and parent and create the c.uniculum that

serve the community. The student respondents' opinions on academic man4gement of

the school were also ranked as moderate. Except for topic 'studying by student's

interest', cooperation with community and parents, create the c'urriculum that serve

the community and the library service that were ranked low. Students would like to

learn through the Internet and they would like school to improve assessment method

and counseling system. Advisors did not know each of their students enough to pickCopyright by Mahidol University

Fac. of Crad- Studies, MahidolUniv. fvf.Ed.(Educational lManagement) / 105

up the student's problem before it happen. Apart from this, the interview showed that

the cuniculum that used in the school was not relwant to the private enterprises'

need. Learnered center learning was in the beginning 6f implementation without

enough support or facilitation for the students. Classroom or action researches that

were conducted by the teachers were lack of enough understanding. Teachers did it

because they were forced to do from the adminisfrators.

The finance systemwere rated in high quality especially the transparency of the

system relative to administrators and teachers' opinions but student did not know

accurately how the system work. to human resoluce managemen!

administrators' and teachers' opinions were moderate to high qualiry exoept tle

motivation and appraisal systen The administrators and teachers believed that

appraisal system was not fair. The teaching evaluation from students was confioversy.

Some teachers supposed that students might lack of intention or be bias evaluating

ttrem.

Respondents felt that technology and resources for learning were being

dweloped slowly. Student wanted to study via the Internet, anyway teacher believed

that the ordinary teaching was still necessary because it could shape the students'

behavior and attitudes.

The student activities were ranked in moderate to low quality especially the

welfare and snrdent services. In additio4 it was found that students did not have

enough t:me to join the students' club or students' organization. They spent most of

the time in the classroom. There were large numbers of activities in one academic

year but most of them were activities that arrange annually, for instance, sport day,


Fl.Lt. Saran Intalcul Conclusion, Discussion and Recommendation / 106

Buddhist's day. Shrdents wanted more services, for instancg drinking water and rest

area.

5.1.2.2 Differences of opinions of administrators, teachers andstudents.

The major differences among the opinions of administratorg teachers and

students were that tle student respondents have no ideas about the questions more

than the prwious twq for instance, the internal audit system, finance system, t"he

cooperation with the community and the hunan resouroe management system"

Most of the opinions were in moderate rank. In general administration area of

management there were signifisantly different in tle quality assurance and internd

audit management af,ea According to academic management, learner centered

learning learning according to shrdents' interesq learning from real experience,

sources for self study, encouraging teacher for using the action researoh to solve

classroom problems and library service were significantly different amotrg groups of

respondents' opinions.

Opinions of groups of respondents forEansparency of the finance system were

different because of students did not know about the finance system processes. The

selection and human resource dwelopment management were also different. There

were different in the opinions of the respondents in media development ma.nagement.

There were not different for student activity management.

5,1.2.3 Differences of opinions of engineering students and business

administration students.


Fac. of Grad- Sodies, fr{ahidol Univ. M.E<L(Eftrcational Management) / 107

Generally, the differences between the opinions of business administration

students and engineering students were not many topics. These were the topics tlat

differences were obviously seen. Empowerment and participation, internal audit,

learner centered learning integration of knowledge and moralg life long learning

zuitable environment for learning efficiency, cooperation with community and

paf,ents, encouraging teachers for using the action or classroom research to solve

classroom problems, counseling system" transparency of finance system, teamwork

and encour4gement.

5.1.2.4 Differences of opinions of regular course students and

special course students.

There were differences between the opinions of the regular course students

and special course students on several management areas. In general adminisfi'atiga

management areas, all zub-areas were different. Almost every man4gement areas in

academic were different in opinions except life long learning, thinking ability, and

encouraging teacher to conduct classroom research. Opinions for finance system,

technology and resources for learning and snrdent activity management were different

according to regular course students and the special course shrdents believed. For the

human resource managemenf the groups of respondents' opinions were different in

the sub-area of delegating jobs and responsibility.

5.2 Discussion and Recommendation

Education service like otier businesses that sustomer or students are involved

in almost every process in the service. During the service administrators and teachersCopyright by Mahidol University

Fl.Lt Saranlntalsl Conclusiorq Discussion and Recommendation / 108

need to ooncern about the balance of the short-term and long-term goals of the

customer. Anyway it is value to understand tle needs of them. Adminisfiators and

teachers are also the most important parts in the service. The opinions of them are

cnrcial for the success of the institution. The perceptions of the teachers should be

concerned. If teachers feel embarrassed from too much control of their work this may

obstruct the innovative ideas for the school. Ronald Barnett (1992) commented that

"the concept ef management, in some serNes of its at least, turns out to be

problematic, when applied to an academic institution The main activities of the

institution - its teaching scholarship and research - are not 'managed' by the senior

personnel in the sense of being directed and controlled by them'. So the balance

between leading and -ana€ing should be considered in school management and tlis

will promotethe school progress effectively.

Generally, in this study, adminisfrators, teachers and studelrts were moderately

satisfied with the management of the school and they concerned about the new patt€rn

of learning in tie school that administrating teaching and learning processes need

adaptation to catch up the changes of technology, social and culture of sociery. For

instance, they concerned about life long leaming learning in the real situation and

using of technology for promote learning.

5.2.1 General Administration

l. The empowerment of the school man4gement was recognized and

implemented but it was lack of effective internal audit system- It is important to

implement the internal audit to all areas of manags6sal not just in the finance system.

The participation in management was alse important consistent to the study ofCopyright by Mahidol University

Fac. of Grad" Studies, MahfulolUniv. M.Ed" @ftrcational lvlmage,ment) / 109

Theidaporn Laovisaskul (2001: Abstract) that suggested to establish the

administration committee or school board in order to gather tlie opinions from all

stakeholders of the school. Utai Boonprasert (1999: 5-6) concluded that this tSpe of

management concenffate on participation and self-management. He emphasized that

the community should be integrated in school management in order to gain the real

demand and use the resources in the community for learning purpose. It is

recommended that the school should study the implementation of school-based

management for the private school. There may be zuitable tlpe of the school-based

nanagement that corresponds with the private vocational education.

2. The lack or the sluggish in receiving of fundamental information

effected the school delay in solving ttre problems. In order to improve this, the

information technology for administration of the school should !s implemented as

soon as possiblg for instance students' academic history. These will give cnrcial data

for any person who would like to use it for monitoring the progress of students and

effective decision making. The implementation must be comprised of the

understanding practicing and encouraging of the statrin order to use the information

technology effectively.

3. The cycle of quality assurance system was not established in the school.

School has accredited from the Office of Private Education Commission but after the

period of evaluation the system seemed to be ignored by most of the staff, for

instancg tiere was delay in reporting the annual report of departments. There should

be effort to promote the quality assurance as normal cycle of work for everyone fiom

students through administrators. The rearpn why the staffs ignored the quality

assurance system cycle may be the insufficient time. Teachers were teaching at tieCopyright by Mahidol University

Fl.Lt. Saran Intakul Conclusion, Discussion and Recommendation / I l0

same time of doing quality as$uance iszues so after the evaluation they seemed to

fade out this job. This was harmonious with the study of Sumran Thammachote

(2000: Abstract) that the personnel who worked in this area of management was

working in high workload especially when the external quality assurance was

encountering. Anyway quality assurance is the job that wery organizations can not

deny. It shows the responsibility that the organizations provide for the community and

quarantine that tleir services and products of them are in acceptable ryality. It is

recommended that there should be a unit in the organization that responsible for the

quality assurance job apart from academic m4nagement in order to organize ttris work

to all units in the instihrtion There should be clarification that the quality assurance is

inside wery job and one should implement it with normal cycle ofwork

4. The differences of opinions in quality assurance and internal audit may

oome from the level of understanding and involvement in these two areas of

management. Students showed ttrat they did not know about them and they act minor

role since preparation for evaluation till present ofthe information

5.2.2 A,eadlemic Mana gem ent

Some parts of the academic work system are indistinct in term of job

delegation and there were curricula that had little improved for many yeaf,s. There

should be reviewed of the procedures and come up with the new one that served with

the nslv policy and society demand. It was consistent with the study of Varissara

Khamsaena (2000: Abstract) studied the business adminisfiation students' opinions

regarding instnrctional man4gement. Student believed that the value and theory


Fac. of Grad. Strdies, lv{ahialol Univ. lvlEd.(Educational Managemmt) / I I I

content could not be implemented in the real situation. Following yyffs imFortant

issues about academic management that should be discussed in this study.

l. The relationship between the sohool and private sectors were zuperficial.

Most of tie cooperation was the acceptance of tle student to frain in the organization

There was no permanent link with the company. The cooperation that identified to be

the most effective is the links with private hospital and the car service center which

accepted students to train in the Dual Vocational Training system at their workplaces.

Sam Shaw (2001) the president of Northern Alberta Institute of Technology, Canada

commented in the conference that the private sectors and organization could take part

in the school management as

1. Dwelop the curriculum or create the new one.

2. Teaching new technology to students and teachers if their staff

are ready.

3. Allow the snrdents to use the resources in the company, for

instancg tle equipment in the factory.

The need assessment should be done in order to identify what exactly the

community need. The needs of workforce are always change so vocational education

that produces the workfsrce directly should be aware of this and try to gather the most

update information and create the quiculum that serve the need. Beyond thaq the

institution should study the forecast of the workforce in the future in order to plan for

the change. This may presume curricula that can serve the future then ttre institution

could offer this to the community and invite the students who would like to learn

more advance skills that correspond with the jobs in the future to enroll in the

institutions. It is recommended that the vocational education should find the way forCopyright by Mahidol University

Fl.Lt. Safian Intakul Conclusion, Discussion and Recommendation I ll2

gaining more cooperation from the private sectors. In the school level, the linkage

between the school and private sectors should be established. The e4perienced worker

could be the teacher for practical learning. The key strategy for school to gain the

cooperation is that school must identiS the private sectors' benefit from being

cooperated. The most obvious example for these is that school can help the private

sectors to reffain their staff. After the first cooperation school can introduce the ideas

sf linkage to the private setors. For the government levet tle must be

encouragement and motivation for the private sectors that join the education

continuously, for instance, reduction of tax, inveshent promotion and government's

rewarding. At the same time the government should support the company that set up

the training system in its workplace, for instance, arransng Eralified teacher and

monetary zupport for teaching media

According to the information form the Dual Vocational Training Students'

information. There was more advance in term of competencies and skills of the

students. This must be from the high chance of sttrdents to practice continuously in

the real work situation and under closed s;upervision from the experienced personnel

in the workplace. So this system should be promoted and we should try to encourage

and facilitate the private enterprise to join tle progran The reflections of private

sectors about accepting the student for training must not be neglected. They should be

considered and adapted to the plan

2. As teacher and administrator respondents concerned that the teaching

zupervision was crucial to quality of academic work in the school so the system must

be developed. There were two types of teaching zupendsion that implemented in the

school. They were clinical zupervision and buddy system zupervision. But problemsCopyright by Mahidol University

Fac. of Crad- Shdies, MahitlolUniv. tvlEd@ducational Mmage'ment) / I 13

from this were identified from the information. The improvement of teaching was not

as high as it should be after the supervision. For the clinical ong the time was the

major problem. It is recommended that there must be firm appointment of the

zupervision committee in order to join and comment after the teaching. If someone is

not sure about his availability he should withdraw from the zupervision. Time can be

arranged as every afternoon is the zupervisions time so there will be no other interfere

activity. And the pre-teaching and post- teaching observation conference should be

intensive in order to come up with tie zuggestion for the teacher. According to the

buddy system the method of matching and strategy for feedback to partner must be

confirmed in order to precisely inform weak points to partner.

Both methods need clarification and affirmation from administrators to the

teachers that the purpose of supervision is not for waluation and it is tle zupportive

service of the school to promote the professional development of the teachers.

3. As the respondents concerned that the classroom research could solve the

problems in the classroom and helped students to learn effectively. School forced

teacher to conduct at least one research per person. This effected the quality of the

research. Some of the staffcould not do research by themselves. They asked for help

from their friends instead of study themselves. It is recommended that the

encouragement for conducting research should $s sqmmenGed, for instancg setting up

a workshop seminar for tlis, asking for research advisor from inside and outside the

institution and rewarding the annual best classroom research in the school. At the

same time school should try to identif that the classroom research is part of teaching

processes not ao extraordinary one for teachers.


Fl.Lt Saran Intakul Conclusion, Discussion and Recommendation / I 14

4. Counseling for students is very important to the achievement of the

students. The school had about half of totd students that came from other provinces

so the students were away from their family. The zupportivs seunssling program will

help the students to adapt themselves to ttre system. Some of staffwho assigned to be

advisors of students were not responsible for their duties. The monitoring processes

should !s implemented in order to gain more effrciency, for instance, t.he monthly

report of the advisory work, the portfolio of the students, the critical students tlat

need closed zupport.

It is important to conduct this job as proactive not reactive. Advisors should

early detect the students' problems and help them before the problems are expanded.

The individual differences should be recognized from the advisor so the problems

could be solved directly. Apart from this process, the home visiting should be

launched in order to know the real situation and information from the students and

their family.

The cooperation of the three units in the school should be established in

order to share the information and solve tle students' problem together. The tbree

units are Advisor, Discipline department and Counseling department. The pattern of

the cooperation could be like the diagram.


Fac. of Grad- Studies, lvlahidol Univ. M.Ed" (Educational Manage,mot) / I I 5

In this diagram the students and parents are the center of cooperation. When

Advisor, discipline staffand counseling staffdetect the students' problems they must

share the information and work togetler in order to find the best resolution to the

problems.

5. Vocational education emphasizes on the skills sf the students in order to

confirm that the students are competence. It is recommended that the majority of

assessment should be practical. This may take times and resources but it is worth to

assure that the graduate students are competence. Orrriculum that may develop in the

future should be the one that corresponds with the need ofthe private sectors and rely

onthe competency as 'competency based cunicrrlum' and also the evaluation should

be 'competency based evaluation'. This was consistent with the study of William A.

K (1998: Abstract) This study found evidence that vocational education directors are

developing prograrns to ensure that vocational education mak65 the necessary

adjustments to the cunicula to contribute to the overall reform.

6. The library services were commented from the respondents about good

service and the positive trend. But the only one negative comment was the lack of

books that correspond witl the zubjects. Librarian should ask for the category and

nomenclafire of books that required from the students and teachers and then allocate

the budget to buy them. It is also recommended that the library should gather the

opinions from all users especially the special course students that when is the most

convenient time to use library service.


Fl.Lt. Sararlntakul Conclusio4 Discussion and Recommenddion / I 16

5.2.3 Finance system management

Generally, the respondents did not know about the finance system. There

should be more public relation for everyone especially the students to know how the

finance system of the school works and how fransparency of the system is. Most of

the shrdent would like to know about the details of the education fee so tlis must be

clarified too. It is recommended that the adaptation of the accounting system should

be done for the change ofthe system according to tle National Education Act.

5.2.4 Human resouroe management

Generally, the human resourbe management ofthe school is admitted from the

respondents especially the recruitment and the human resource dwelopment prccess.

But the staffappraisal or waluation program is negatively commented. The opetrness

and participation of the process are needed for beter appraisal system- So this part of

the system should be rwised because the system will be the important part of the

feedback process in order to improve the capability of the personnel.

Webb, L. D (1994: 187-189) described that the erraluation mtrst be matching

with the evaluation purposed. For instancg if the purpose of the evaluation is staff

dwelopment tle formative evaluation should be the most appropriate method

because it is an ongoing method and the main purpose is self-improvement of the

person being evaluated. But if the purpose is promotion so the summative is the most

suitable method.

The data collection method is also important. The confidential of the result

should be intended in order to enstue the waluator that the report will be read with the

person who authorized. The method of collecting the information should be moreCopyright by Mahidol University

Fac. of Grad" Strdies, Nfahidol Univ. tr[.Ed.@ducational lvlmagement) / I l7

two-way communication between the evaluator and the waluated person. This will

give a chance for gathering more information.

5.2.5 Technolory and resources for education management

The respondents 4gree that it was important to implement the information

technology for education especially the Internet. The E-learning was at the beginning

stage of the school. It was necessary to dwelop this technology as a supportive

method for the radition teaching method and in the futue it may replace in some

zubjects that the social interaction is not reErired. Anyway the need for attitude

adjustment and social interaction are still needed from the student so the E-learning

may not adequately fulfill this. It is recommended that the learning tbrough

information technology should be implemented as soon as possible. The level of

imFlementation should be identified from further study.

5.2.6 Student Activity management

Lack of participation was a problem in student activlty management of the

school. This may from the insufficient share of vision between students and teachers.

It is recommended that the shrdent mug be the leader in the activities. Teacher should

be the facilitatorto the project. The student club or organization could be the center of

the activities and he$ the students to do activity that they are really interested.

Allocation of the budget is also important to make the student comfortable to conduct

the activity as they propose.

There were a lot of activities in the second semester and these effected the

quality of learning in many srbjects. School should transfer some of the activities, for

instance, the,sport day, to the first semester.Copyright by Mahidol University

Fl.Lt. Saran IntakulConclusio4 Discussion and Recommendation / I l g

Ac'tivity should be emphasized and followed by person who is involved. It candistract the student from abuse activity and drug. At the sam.e timg it will promotehealth in case of sport activity.

There were differences of the opinions of t.he regurar course students and thespecial coruse students' This may from the differences of tle patton and time forstudy' for instancg the special course students commented that the school providesmore flexible and by their interest but the regular think diffslsatly. School allows thestudent to hansfer the credit from prwious institute beca'se many of them used tostudy in the system before stop learning.

5.3 Further Research Recommendation

There should be continuing researches in some man4gement areas asfollowing;

l' The need assessment of the private sectors and community about thetlpe of education or curriculum that they would like to study. The futue jobs are

interesting.

2' The study about quatity assumnce processes of the school that can serve

for the external quality assurance should be done in order to find the best way prepare

for tie €xternal evaluation.

3. study to find out the most appropriate pattern of counseling for the

vocational students.

4' comparative study between the achievement of the ordinary and DualVocational Tiaining Students in zubjects.


Fac. of Grad. Studies, lvlahidol Univ. lvlErl(Educational lvlmagemmt) / I 19

5. Study of competencies in any field that taught in the school should be

conducted in order to come up with competencies in term of competencies based

cuniculum and competencies based evaluation.

6. Study the appraisal system that serves the purpose of the institution

especially feedback for teaching.

7. Comparative study of the learning patton between the EJearning and

traditional one. This will give the guidelins fo1 implementation of the information

technology.

8. Study the students' leadership in the shrdent activity management. This

will get to tle point that how to develop and encourage the student to actively

participate in the student activity 6anagement.


Fl.Lt. Saran lntakul Bibliography / 120

BIBLIOGRAPHY

Barnett, R. (1992). Improve Hisher Education : Total Qualitv Care. Open university

press, London.

Bhumirat, C.(2001). Vocational Education Reform in Thailand [Online],

htp//www.onec.go.th.

Bhumirat, C. (2000). Life long leaming: bridge to the future. In The report of Second

International Congress Technical and Vocational Education (pp l-37),OfEce

of National Education Commission.

Buajoom, P. (2001). A study of the Opinions of Students in Short Vocational cornses ,

Reeardine Teachine Performance of the Teachers at Phuket Polytechnic

College Under the Division of Industrial and Community Education.

Deparfinent of Vocational Education. M.ed thesis in Education

Administration" Thaksin University.

Chanapollakan Institute of Technology (1997). School charter and development plan

1997-2000.

Chiangkul, W. (2001). How to reform the Education and for who for what?. Office of

National Education Commission.

Chumnum, S. (2000). Strategies for success: Guidelines for Thai Vocational

Education. In The Reform of Vocational and Training in the State of Israel

Qry 64-7 9), Offi ce of National Education Commission.

Chumnum, S. (2000). Strategies for success: Guidelines for Thai Vocational

Education. In The Reform of Vocational and Training in the United Kinedom

(pp 90-l l4). Office of National Education Commission.Copyright by Mahidol University

Fac. of Grad. Studies, Matridol Univ. M.Ed. @ducational Management) / l2l

Fleming, P. National Framework for Technical and Vocational Education in Thailand,

paper presented at Seminar on 20 December 1999 to members of the Office

of Education Reform.

Fleming, P. (2000). Vocational Education Reform, Education fair.

Kaewdang, R. (2000). Reform Thai Education, Bangkok : Matichon press, .

Khamsaena" V. (2000). The Business Administration Students' Opinions Regardine

Instnrctional Management of the Principles of Economics Subject in

Vocational Colleges-under the Deparhnent of Vocational Education. M.ed

thesis in Education Administration, Khonkan University.

Lertvitayavivat, P (1998). A Studv of Students' Opinions Towards the Adminisnation

of the Students' Activities in Sanethonwitaya School in Songkhla Province.

M.ed thesis in Education Adminishation, Thaksin University.

Laovisaskul, T (2001). A Study of Parents' Opinions Regarding the Administration of

Khajomkiatsuksa. Phuket Province. M.ed thesis in Education administation,

Thaksin University.

Meniam, S.B. (1998). Oualitative Research and Case Study Applications in

Education. San Francisco: Jossey-Bass.

Office of the National Education Commission. (1999). National Education Act of

B.E. 1999. Bangkok, Thailand.

Office of the National Education Commission. (2001). A summa{v of National Higher

Education Reform Roadmap. Bangkok : Office of Higher Education Reform

ONEC,

Office of the National Education Commission. (2000). lnternational Competitiveness

2000. Bangkok, Thailand.Copyright by Mahidol University

Fl.Lt. Saran lntakul Bibliography / 122

Office of the National Education Commission. (2000). The Competency of Thailand

Education in 2000. Bangkok, Thailand.

Office of the National Education Commission. (2000). Guideline for Intemal Quality

Assurance. Bangkok, Thailand.

Office of the National Education Commission. (2000)The Report of the Advance in

Education Reform in the 2 years interval Gp 9-67), Bangkok, Thailand.

Thammachote, S. (1999). A Study of Work Perforrrance to Ouality for Ouality

Assurance and Accreditation of Personnel in Private Vocational-Business

Administation School in Hatvai. M.ed. thesis in Educational Management,

Thaksin University.

The TAFE NSW Review Committee, (2001). A new world for vocational leaming,

Review of product research and development within TAFE NSW (ppl l-19),

New South Wales, Aushalia.

Udompoj, S. (2000). Strategies for success in vocational education: Suggestion for

Thailand, The Reform of Vocational and Training in the United State of

America (pp 52-57)=Offrce ofNational Education Commission, .

Delors, J., et al. (1996). From basic education to university: Vocational guidance,

Learnine the Treasure Within (pp.l29-130)" Report to the IJNESCO of the

International commission on Education for the Twenty-first century.

Vonganutroj, P. (1999) The Management and Adminishation of Vocational

Education. Bangkok Software Technology House.

Webb, L. D. (1994) Human Resources Administration : personnel issues and needs in

education (pp. I 87- I 89).Maxwell Macmillan.


Fac. of Crad- Shdies,lvlahidolUniv. lvlEtL (Educ*ionallvlmagemem)/ 123

APPENDD(

A QI]ESTTOi\NATRE ON

OPIMONS OF ADMIMSTRATORSN TEACgN'tr1 AI{D

STT]DENTS ABOUT MANAGEMENT AT CHANAPOLI,AKA}'.{

INSTITUTE OF TECHNOLOGY NAKHON RATCHASIMA


Fl.Lt Saran Intakul Appendix/ 124

Questionnaire of the Administrators opinions about management

at Chanapollakan Institute of TechnoloO 1"-Oa"1

Part I Personnel information. Please fill in the blank or sign { xthe item that most

relevant to your information

Age... ... ....years Sex...

Highest Education D Diploma lBachelor degreetr Master degree D other.

Number of years in total administration e4perience... ...

Number of years in present position.

Level of organization ! Sector ! Academic SectorI Deparhent tr Group of zubject tr Unit

Character ofthe organization U Academic I Academic Support.

Hstimation of number of subordinate

Parr2 Please read the Erestion and answer carefully and response by fill the sign / to

the item that closet to your opinions.

l. General Adminisfi'ation

2. Academic Management

3. Finance system

4, Human resource 6anagement

5. EducationalTechnology

6. Student Activity


Fac. of Grad- Sbdies, lvlahiilol Univ. M.Ed. (Educ*ional Nfmagemen) / 125

Questionnaire of the Teachers opinions about management

at Chanapollakan Institute of Technolog (C-IECE)

Paxt I Personnel information Please fill in the blank or sign { xthe item that most


Age..........years Sex...

Highest Education ! Diploma trBachelor degree

D Master degree tr other...

Number of years inteaching experience

Number of years in teaching at present school..

Level ofteaching I Certificate D Diploma

! both Certificate and Diploma

Teaching zubjeq...

PartzPlease read the question and answer carefully and response by fill the sign / to

the item that closet to your opinions.

l. GeneralAdminishation


3. Finance system

4. Human resoruce management

5. EducationalTechnology

6. Sttrdent Activity Management


Fl.Lt. Saran Inblntl Appendix/ 126

Questionnaire of the Studentsf opinions about management

at Chanapollakan Institute of Technology (C-TECE)

Part I Personnel inforrration. Please fill in the blank or sign { atthe item that most


Age.. .years Sex...

Group of zubjects

Eduoation level I Certificate tr Diploma Year

ParrzPlease read the qtrestion and answer carefully and response by fill the sign / to

the item tlat closet to your opinions.

l. General Administration


3. Finance system

4. Human resource management

5. Educational Technology

6. Shrdent Activity Management


Fac. of Grad. Studies, Ivlahiilol Univ. IU.Ed @ducdimat Mmagemlefr) I ln

[flminis6sfieaArea

Answer

GeneralAdministration

4 3 2 I dontknoui

l.trmpowerment,

Delegation ofpovrer andparticipation inmanagement

highlevel ofemposrexmentandparticipation,personnel candwelop workwithoutwaitingfor theadministrator

medium levelofempowermentandpafiicipation,dwelopment ofwork needapprove fromtheadminishator

somewhatlevel ofempowermentandparticipation,committeeproposeproject toadministratorfor oermission

lowlevel ofempowermentandparticipatio4decisionmaking madeby theadministrator

2.Informationtechnology

Goodinformationsystemused inall operations.

Goodinformationtechnologyused in mostoperations.

Informationsystem nottullyfunctional andused in someooerations.

Problemswithinformationsystem. Used incertainoccasions.

3. CooperationwithPrivatesectors

Private sectorscooperate verywell in schoolactivitiesincluding all ofthe academicaf,eas.

Private sectorscooperateverywell in schoolactivitiesincluding someofthe academioareas.

Private swtorscooperate insome schoolactivities andsome aspectsof theacademicaf,eas.

lowlevel of;ooperationfrom privatewctors inrctivities andacademic areas

4.Qualityas$uance

Clearlysuccessful ininternalaszurance andthe rezults forthe preparationof externalas$uance.

Medium levelzuccess ininternalassurance.

Starting to usethe result ofinternalasnrrance forthe preparationofexternalassurance

Beginninginternalassurance andstartingpreparation forexternalpreparationassurance

No internalaszurance. Nopreparation forexternalassurance

t. Intsnaluditing

Obvious. Thereis a boardworking forthesystem andreportingcontinuouslv.

Obvious. Thereis a personworking andreporting thesystem in someoccasions.

Not clear. Norcmmitteeresponsiblemd no report.

No internalAuditingsystem


Fl.Lt. Saran Intalol Appendix/ 128

AcademicManasement

4 3 2 I dontknow

l. childcenteredlearning.Studentsdweloplhrough theirfull potential.

Teacher knowshrdentindividually.Studentsdwelopthemselvesobviously.Teachers usechild centeredlearning as

principle forteachins

Teacher knowmost sfirdentindividually.Student involvein learningprocess

eachermostly teachby explaining.Student havesome

involvementsomehow.

Teacher notknowingstudentindividually.One waycommunicationin teachingprocess.

2. Integrationofknowledgeand morale

Integration ofacademiczubject andethics as well as

social inteachingDrooestl.

Focus theLeachingprocess onacademic.Mding ethicsand social inexha-

Teachingprocesses

foctrs mostlyon academicand addinglittle ethics andsocial.

feachingprocess focusall on academicnrbjects, noother areas.

3. Stude,nt

learn accordingto their interestand ability.

School provideselectivesubjectsavailable forstudents toselect to suittheir interestand abiliw

Students abletoselect theirinterest subjects

Studmtsrarelybe able torclect theirmterestsubjects

Sfirdents areforced to learnthe zubjects.

4. Shrdentsgetreal experiencee.g. form fieldfaining.

Most studentshave

cpportunity togo on excursionmd fieldlrainingsvstematicallv.

Most studenthaveopportunity togo on excursionand fieldtraining.

Some studentsare able to goon excursionand fieldtraining insome

occasions.

Most students0ave norpportunity ofxcursion andfield training atilI.

5. Establishingattitude inlong-lifelearningpattern

Students aresystematicallyestablishedIong-lifeteaning patternm their attitudemd it islwelopedcbvious.

Students arbsystematicallyestablishedlong-lifeleaning patternin their attitudeand it issomewhatdeveloned.

Students areestablishedlong-lifeleaning patternin their attitudein someoccasions andit is somewhatdevelooed.

Students arenrelyxtablishedlong-lifeleaning patternLn their attitude.


Fac. dGrad- Studies, Nfiahialol Univ. IvLErt (Edncdional N(magemed) / 129

AcademicManasement

4 3 2 I dontknow

6, Students aredweloped inorderto be ableto useeducationtecbnology.

Schoolorganizes thesystem thatdevelop learnerlo use educationtechnoloryobviously andwstematicallv.

theredwelopment ofmost of learnersin orderto beable to useeducationtecbnology.

there isdwelopmentof some oflearners inorder to beable to useeducationtechnolopnr.

there is lack ofdwelopment oflearners inordsto be ableto use educatiortechnology.

7. Trainingmddwelopment o{thinkingprocess.

School alwaysprovidesshrdents withthinkingprocesstraining addedin normalteaching-learningprocess.

Schoolsometimesprovidesshrdents withthinkingprocess

training addedinnormalteaching-learningDrocess.

School rarelyprovidesstudents withhinking

proce$rtraining addedin normalteaching-learningprocess.

Sfirdents mostlydwelop theireqmthinkingskills.

8.

Arrangementof ahosphereand learningmaterials forsuitable andhigh qualitylearning.

High Waliryteachingmaterials and

leaningatmosphergsufficient for

qualityeducation.

Medium qualityteachingmaterials andleaningatmosphere,zufficient forprovidingqualityeducation.

Low quatityteachingmaterials and

leaningahospherg orinsufficient forprovidingqualityeducation.

Low qualityteachingmaterials andleaningatmosphere andinzufficient forprovidingqualityeducation

9. Library andself-studycenter

School providessufficient self-shrdy centerand materials.

School providesenough self-study centerand materials.

Inzufficient orlow qualityself-studycenter andmaterials.

Insufficient andtow qualityself-studycenter andmaterials

10.

Cooperationwithparentsand

community.

fhere areprojects withparents andcommunityregularly andsuccessfully

There areprojects withparents andcommunityregulady andsomewhatzuccessfullv

Ihere aresome projectswith parentsand

communityand somewhatsuccessfullv

Ihere is little orno cooperation.


Fl.Lt. Saran Intakul Appendix/ 130

AcademicManagement

4 3 2 I dontknow

I l.Cooperationwith industryand business interm ofacademiccooperation

Ihere areobviouslycooperation inall zubjects.

There areobviouslycooperation insome zubjects.

There arelimitation ofthecooperation,for instancevizualeducationonly.

There is little orno cooperation

12. Arrangingcourses forcommunity inoccasions.

Regularly Sometimes lerw very few ornoarrangement.

13. Promotingand zupportingteachers inconductingclassroomresearch-

There arethorougblyzupportingteacher forconductingclassroomresearch forinstance settingseminar,funding andresearchcontest.

Iheremoderatesupports forclassroomresearch

Ihere arerupports forclassroomresearch insometime.

There is little orno support.

t4.Establishing ofCurriculum forsolving of localproblem"

Therecontinuous andobviouscurriculumdevelopmentfor solvinglocal problem.

There iscurric'ulumdevelopment ingeneral

Iherenrrrisrrlumdwelopmentbut withoutdistinct andcontinuousDrocess.

There is nostrrriculumdevelopment.

15. There areyarious tlpesof studentevaluation e.g.observing porthlio and taskoutcome.

There arevarious tlpes ofevaluation inmost ofthesubjects

fhere areyarious tlpes ofevaluation insubjects

There arevarious tlpesin somezubjects orusel-2 methods inmost ofthesubiect.

fhere is onlyone method inmost ofthesubject.

16. Themethod ofstudentselection

Lhere are variedmethod andilready informfo the learner

There arevaried methodand somewhatclear.

Ihere islimitation inthe selectionbut somewhatclear

fhere is onlyoneway ofselection


Fac. of Grad. Studieq lvlahidof Univ. lvlEd. (Ealucdiond lvlamagment) / f 3 I

AcademicManasement

4 3 2 I dontknour

17. Libraryservice

Books andMagazine areenough both interm of Erantityand quality andhigh standard olservice.

Magazine areenough both interm of quantityand Erality andgood service.

Books andMagazine are

somewhatenough andmoderateservice.

Lack of serrticeimprovement

18. Counselingsystem

Goodorganization,advisorknowand understandshrdentsindividually,advice is lead tcsolve oroblem-

Mvisormderstandsshrdentgenerally.

Advisorunderstandsome studentsbwhas liuletime forshrdents.

Nounderstanding.Poor quality ofadvice.

FinancialSvstem

4 3 2 Idon'tknow

l. Financialand budgetingallocation

well organized,according to theregulation andreadv forused.

Organize(according to theregulation

somewhatorganized.

no system"

2.

Transparencyand clarity offinancial andbudgeting

Responsible bythe committeeand there is anexternalapproved withresulaf, report.

Responsible bypersonnel andthere is anexternalapproved withreport.

Responsibleby personnelwithoute*ernalapproved.

[o one lncharge and notrilNparency.


Fl.Lt Saran Intakul Appndix/ 132

Humanresource

Manasement4 3 2 I

don'tknow

l. Recruitmentand selection

well organized,yarious methodaccording to thecharacter oftheworkforcgrunning bycommiuee witlmerit system-

organize[,various methodaccording to thecharacter oftheworkforce,running bycommitteewithmerit systembut sometimesDatronase.

organized,methodaccording tothe characterofthewortforce,running bypersonwithpaffonagesvstem-

poor organized,patronagesysterl

2. Delegationofjobs andresponsibility

Concerning theability andhowledge,suitablecirculation ofiob, bycommitte

Conce,rning theability andhowledggcirculation ofiob in occasio4by committee

lnterference ispresent,

running bypersoL

poor organized.

3. Humanresorucedwelopment

Regular,according topersonnel's'need andobviously$rccess.

Regular,according bypersonnel's'need andmoderatesuocess.

Occasion,according toonets need,

somewhatsuccess.

Littledwelopment.

4. Jobmotivation

Variousmethods, aimedtrc success inboth personneland

oreanization

Some methods,aimed tosuccess in bothpersonnel andorganization

Limitation ofmethods,aimed to$uccess in bothpersonnel orgrqanizatisa

Little or nomotivation,disciplines areused.

5. Teamwork Generallyfound, withfewproblems.

Generallyhund, withmoderateoroblems.

Moderatefound oftenproblems.

Rarely foun4conflictshappen

6. Appraisalsystem

Well organized,merit system,promotingprofessionaldwelopmentrunning bycommittee

Organized, fair,running bycommittee.

Organized,fair, runningby perso4sometimesdoubtfrrl.

Poor organizedrunning bypersonwho donot knowmformation,pvithout

lransDaf,encv.

7.

Encouragement

Obvious,uarinrrs methnd

Obvioug somemethods.

Not clear. NoencouragementCopyright by Mahidol University

mFac. of Grad- Studies, NfahidolUniv. N[.Ed (Educdional l{anagemeil) / 133

'""tYun*.S

ililTll,$BducationalIechnologr

4 3 2 t dontknow

l. Teachingmediadevelopment

Teaching mediaare regular andgeneraldweloped. Nenryatity mediaare construc'ledenoughquantity,promotion isobvious.

Teaching mediaare regular andgeneral

dweloped. Nemr

ryAity mediaare constnrctedenoughquantity,promotion ismoderatelys@tL

Teachingmedia aredeveloped.New media areconstnrctedpromotion issomewhatseerl.

Teaching mediaaf,e raredweloped. Fewmedia areconstucted, nopromotion isseerl.

2. EJeaningdwelopment

Obvious inevery subjects,accessible byall the learnersas needed.

Obvious inmost ofzubjects,accessible bymost ofthelearners.

Obvious insome zubjects,accessible bysome learners.

Not found

3. Facilitydwelopmentand

maintenance

Welt clearorganizedcontinuous, fast

,automaticwithout delav.

well organized,last.

Wellorganrze{some delay.

Poor organized,delay.



Studentactivity

4 3 2 Idon'tknow

l. Student clubactivities

Various.Shrdentscontinuouslyattend activityand produceobviousoutcome.

Various.Studentscontinuouslyattend activityand produceoutcome.

Someactivitiesprovided.Shrdents onlyattend activityinthecuniculum andno practicaloutcome.

Very littleactivityprovided.Students onlyattend activityinthecuniculum andno practicaloutcome.

2. Shrdentaffair andservices

Good studentservice systemthat studentshigtrly satisfiedwith.

Good studentservice systemcoverings mostsfirdents.Shrdent aresatisfiedwith.

Mediumquality servicecovering somesfirdents.Mediumsatisfaction.

No studentservice system-Services notcovering andsfirdents notsatisfied.


Fac. of Crad- Sbdies, fvlahfutolUniv. lvl"Ed (Eilucdional lr{magement) / f35

m,ildoilcnunaufi o ulurfi saffunr:u3fi r:{rililo{fr{lr6uuludruoirll

6hnYu{u?nr:1

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qammnr:r?s ilRlrdourlorea r lyu{os r:r gio'lil


Fl.Lt. Saxan Intakul

noild I :rsasl6snuo{tdnou urrildolloltl

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udiuounriFinulqf{qn U rlaa. trrl?qqrnt

tr rFrysuiln tr du1.

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t. drunr:uirr:ria'hj

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4. drunr:uiulr{luqnoo

5. druriilsrn:uasrnnTuladrffonr:160uR1tdou

G. drufionrrrindnur

Appendix/ 136


Fac. of Grad- Sudies, fvlahfulol Univ. lvlEit (Ealucdional Nfimageme'fi) / 13?

uuudoltolrunarufi o tfi urdctrffun rfl?fl r:{ ril{o{frsr€u ulurir uvirtl

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4. drunrru?mlr{luqnnn

5. druminurnruasmnlulndrdonr:riuilR'rtttou

6. drufionr:rinflnur


Fac. of Grad- Studies, Nfahidol Univ. tvlEd (Educdimal lvlanagemem) / 139

ulrlrdolrarrun?rilfi o t11il6srfiun r:u?nr:srilrlo{frt6a uluoYruoirsl

6rmYurTnGlnur)

te!-t

rirfrro.r mrildoilorufirfsvrlErao{erou eroufi r rifunsasrdsafianlililo{dnouuuudou

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Fl.Lt Saxan Intalnil

noud I :ruasdsom{dnoilulludouolrl

Appendix/ l,$0

a io u 4cn.ul?Tlilnla{flnur

?a-

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4. drunr:uiu'rr{'rilqnnn

s. druniilsrn:unvmnTulntrdonrrri0uR'rt.rou

G. drufionrrrindnur


Fac. of Grad- Sbdies, Iv1ahfulol Univ. N[.Ed (Educdional N[magsme'm) / l4l

doriront :rffuqomrnld

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Fl.Lt. Saran Intrakul Appendix/ 142

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Fac. of Grad- Studies, frfahfutol Unin N[.Ed (Educdional lvlanagemenr) / 143

doriroruv

?sauqB|Rul 1d

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Fl.Lt. Saran Intakul Appndix/ 144

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Fac. of Crrad- Sbdies,lvlahfulol Univ. lvlEd. (Educdional Vlanagemem) / 145

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Fac. of Grad- Sbdies, N[ahidol Univ. fU.Ed (Edudional fvlmagement) / 149

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Fac. of Crrad- Sardies, Nfahftlol Univ. M.Ed (Educdional lvlanagemem) / 151

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Fl.Lt. Saran Intal$l Appndix/ 152

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2.

3.

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FlIt Saran Intakul

NAME

DAT:E OF BIRIH

PI,ACE OF BIRIE

INSTITUTIONS ATTEI\IDEI)

POSMONAND OFFICE

M.Ed" (Educational Managementyl53

BIOGRAPIIY

Fl.Lt.Saran Intakul

2l August 1967

Sangkok, Thailand

Pramongkutklao Mlitary College of Medicing

1986-1991:

Medical Doctor.

Mahidol University, 1995-1996:

Master of Public Health Administration

Royal Thai AirForce Institute of

Aviation Medicing Medicat Councit

1995-1997:

Diplomate Thai Board ofPreventive

Medicine (Aviation Medicine)

Mahidol University, 1998-2002:

Master of Education (Educational

Management)

I 997-Preseng Chanapollakan Institute of

Technology, Nakhonratcahsima

Thailand.

Position: Manager

wd


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