Graduate School – Ph.DP.Ed

Graduate School – Ph.DP.Ed


2015 /2558

  1. Factors contributing to the success of internal quality assurance in accordance with to the ministerial regulations of private schools in Bangkok

  • 1. Updating.....

Abstract

Updating……….


2016 /2559

  1. Development of the Organization System for the Effectiveness of Special Education Center Under the Office of Special Education Bureau

  • The Model of the Learning Organization in Special Education School of Intellectual Disabilities
  • 2. The Critical Success Factors of management in Primary World-Class Standard school under the Basic Education Commission

Abstract

           The purpose of this research was to purpose the model of the Learning Organization Special Education School of Intellectual Disabilities. The research methodology consisted of three steps: Step 1: study the related documents, theories and researches to determine the components of the model. The components of the model were evaluated by nineteen special education school of Intellectual Disabilities and the relation of learning organization and the components of the model. The experts evaluated: the consistency of the components and learning organization, the appropriate, possibilities and the advantages of the components. Step 2: develop a learning organization model from principles, theories of model. Step 3: evaluate the model: the consistency of the components and learning organization and evaluate the model by the experts. And the focus group discussion to evaluate the appropriate, the possibilities and the advantages of the model of this research into action.
The research results were as follow: The model of the learning Organization in Special Education School of Intellectual Disabilities consisted of the five components 1) the components of the organization consisted of three of sub components and 22 indicators 2) the components of the leadership consisted of six sub components 3) the components of the learning consisted of three components and 16 indicators 4) the components of knowledge management consisted of three sub components and 12 indicators and 5) the components of technology consisted of the sub component and five indicators. There was a significant difference at the 01. Level in all of the components in high level. All components were fit to learning organization 0.60-1.00 and the appropriateness, the possibilities and the advantaged of the model were in high to highest level.
The Learning Organization in Special Education School of Intellectual Disabilities the model principles: developing knowledge sharing in the organization and the state, problems and needs of schools. The purposes of model consisted of: to create the Learning Organization in Special Education School of Intellectual Disabilities to improve the performance of the administrators, teachers and school personnel having Personal Mastery; to create knowledge sharing culture between Special Education School. The mechanism of operation of the work system and system management were to determine: the responsibility of the administrators, teachers and school personnel; the flexible management structure. The school development to Learning Organization comprised of: developing teachers and school personnel all three parts 1) school 2) administrators and 3) teachers and school personnel; organizing the operation evaluation systems from the licensee, the administrators, teachers and school personnel and developing the learner quality by the development plan monitoring and supporting from agencies.

BY : Lamphung Srimeechai / DEGREE : Philosophy of Doctor (Ph.D) MAJOR FIELD : Educational Administration
THESIS ADVISOR : Dr. Payungsak Jantarasurin, Dr. Prapatpong Sararith

Abstract

           The purpose of this research were 10 srudy the level of success and analyze factors that affect success in management Primary World-Class Standard school under office of the Basic Education Commission. The Method for this research was descriptive research. The conceptual frarncworlc of education. used 10 determine the groups of factors and Elements of success in management Primary World-Class Standard school Quality Award criteria under Office of the Basic Education Comrnission.(OBECQA) Research samples were Director, Deputy Director or Head of Academic Affairs and Head of Leaming Group 81 schools include 810 contributors. The tool used to collect the data was a questionnaire asking about success and analyze factors that affect success in management school whit a confidence value equal to 0.95The research data were analyzed using descriptive statistics and stepwise multiple regression analysis.
The results of this rcscarch were :
1. The level of success in management Primary World-Class Standard school overall on a very high level. The Sll’ategic planning category has the highest success level and measurement, analysis and knowledge management have the lowest success level. When considering the level of success, the outcome categories. Financial and performance has the highest success level and curriculum and learning process have the lowest.
2. There are 4 factors affected of the Critical Success Factor ofmanagernem Primary World-Class Standard school overall (R = 0.856, R2 = 0.733) statistically significant at the 0.01 Classified as External factors affected of the Critical Success Factor of management school max is external environment and the lowest is nature of the person involved. Internal factors affected of the Critical Success Factor of management school max Is policy and practice and the lowest is goal and could be explicated as the variables of success in school management at 73.30%

By : Miss.Pbanwadee Pamuta
Degree : Doctor of Philosophy (Ph.D)
Major Field : Educational Maaagement (Asst.Prof.Dr.R.Adm.Supathra Urwongse), (Asst.Prof.Dr.Chayapim Usaho)



2017 /2560

  • 1. Development of Administrative Model for Internal Educational Quality Assurance of Training Centers under Royal Thai Police

Abstract

           The objectives of this study were to: 1) investigate current conditions and problems; 2) develop the administrative model of internal quality assurance management for training centers under Royal Thai Police. The samples used in this study were divided into 2 groups: (1) the sample who investigated the conditions and problems of internal quality assurance management comprised 306 administrators, teachers, lecturers and support personnels from the Central Police Training Division, Training Center Provincial Police Region 1-8, Training Center Southern Border Provinces Police Operation Center and 20 people from the Central Police Training Division, Training Center Provincial Police Region 1, 3 and 4; (2) The sample who developed the model of internal quality assurance management comprised 10 quality assurance experts from Stamford International University, Kasetsart University, Rajamangala University of Technology Phra Nakhon, Police Education Bureau, Central Police Training Division, Police College, Royal Police Cadet Academy, Police Nursing College and Naval Medical Department together with 20 educational administrators from Training Center Provincial Police Region 2, 3 and 8. The tools used in the research were interview forms, questionnaires and focus group discussion. Data were analyzed by descriptive statistics which were percentage, mean and standard deviation whereas qualitative analysis was carried out by content analysis and drawing conclusions.

Research results:
1. The overall performance of internal quality assurance management of training centers Royal Thai Police was at a high level (xˉ = 3.81, S.D. = 0.72). The highest mean was the planning aspect (xˉ = 3.87, SD = 0.70). In particular, the internal quality assurance aspect was the highest (xˉ = 3.89, SD = 0.72) whereas the direct and order aspect was the least. (xˉ= 3.74, SD = 0.77). The development of education quality was the lowest (xˉ = 3.69, SD = 0.85).
2. Problems of internal quality assurance management of training centers Royal Thai Police were found to be moderate overall (xˉ= 2.52, S.D. = 0.85). The planning aspect was higher than all other aspects (xˉ = 2.60, S.D. = 0.89) especially, the internal quality assurance (xˉ = 2.63, S.D. = 0.93). For the control aspect the problem was low (xˉ = 2.46, S.D. = 0.87) where the internal quality assessment was the least (xˉ = 2.45, S.D. = 0 .93).
3. The development of the internal quality assurance management model of training centers Royal Thai Police was driven by the application of the PODC management process to implement three dimensions which are the development of quality education, monitoring and internal quality assessment. It was found that:
3.1 Planning is carried out by the Board and various subcommittees from the Education Command, Provincial Police Training Center Region 1 – 8, Southern Border Provinces Police Training Center, Central Police Training Division and external experts to issue a policy, set up education standards, prepare internal quality assurance guidelines, identify objectives/goals guidelines/methods, time frame, tools, report format, budget and resources.
3.2 Restructuring organization and work placement is carried out by establishing the Quality Assurance Department of the Training Center which is directed by the supervisor. Appointing the Board and subcommittees for Internal Quality Assurance Management is based on the principles of participation, responsibility, teamwork and decentralization of personnel from Provincial Police Training Center Region 1 – 8, Southern Border Provinces Police Training Center, Central Police Training Division and external experts. There are three committees: 1) Internal Quality Assurance Administrative Committee, 2) School Board and 3) Internal Quality Assurance Committee. The four subcommittees on Quality Assurance comprise: 1) Subcommittee on Quality Assurance development, 2) Subcommittee on Education Quality monitoring, 3) Subcommittee on Internal Quality Assurance, 4) Subcommittee on Indicators including the evaluation committee.
3.3. Directorate and order is carried out by the Academic Quality Assurance department and the Quality Assurance department in order to raise awareness and understanding and to conduct training. Supervision, monitoring and following up was done by the committees and subcommittees of each group.
3.4 Control is to report the actions taken whether the operation meets the plan to the supervisors and their committees, subcommittees on a basis of monthly or urgent meetings.
4. Confirmation of the internal quality assurance management model of training centers Royal Thai Police by the persons who are responsible for quality assurance indicates the high level of appropriateness, feasibility and benefits of the model.

By : Pol.Lt.Col. Rapeeporn Eang-ubol / Degree : Doctor of Philosophy (Ph.D.) / Major Field : Educational Administration / Thesis Advisor : (Asst.Prof.R.Adm. Supathra Urwongse, WRTN., Ph.D.), (KomsornWongrugsa, Ph.D)

Graduate School – Ph.DP.Ed