Journal of Education, Mahasarakham University (Sep 2016)
Problems and Guidelines of Strategy Implementation in Basic Educational Institutions under the Supervision of KhonKaen Primary Educational Service Area Office 4
Abstract
The research aimed to 1) study problems of strategy implementation in basic educational institutions under Khonkaen Primary Educational Service Area Office 4 ; and 2) propose the guidelines for strategy implementation in basic educational institutions under Khonkaen Primary Educational Service Area Office 4. The study was carried out in 2 phases. In phase 1, it focused on the study and analysis of the strategic implementation problems and phase 2 studied the best practice schools. The informants for the interview in phase 1 comprised 6 school administrators and teachers who were involved in strategy implementation from small-sized, medium-sized, and large-sized schools. They were selected by the use of purposive sampling technique. The population in the study of the strategic implementation problems in basic educational institutions in phase 1 consisted of 543 school administrators and teachers who were involved in strategy implementation from 181 schools under Khonkaen Primary Educational Service Area Office 4 in academic year 2014. The study samples were 217 school administrators and teachers who were involved in strategy implementation from small-sized, medium-sized, and large-sized schools under Khonkaen Primary Educational Service Area Office 4. The samples were selected by the use of stratified sampling technique. The informants of the phase 2 study were 6 school administrators and teachers who were involved in strategy implementation from small-sized, medium-sized, and large-sized best practice schools obtained from purposive sampling technique. The research instruments used for data collection consisted of 2 sets of questionnaires. The Set 1 questionnaire was the 5-point Likert scale on the levels of the problems in implementation with item discrimination at 0.60 – 1.00 and reliability of the whole questionnaire at .9359. The questionnaire contained 3 parts with 65 items. The Set 2 questionnaire comprised 2 parts with 10 items regarding the appropriateness and feasibility of the guidelines. In addition, there were 1 set of the structured interview and 1 set of semi-structured interview. The statistics used for data analysis were percentage, mean, and standard deviation. 100 percent of the experts stated that the guidelines for strategy implementation in basic educational institutions under Khonkaen Primary Educational Service Area Office 4 were appropriate and feasible. The research results are as follows: 1. The overall and individual aspects of the problems of strategy implementations in basic educational institutions under Khonkaen Primary Educational Service Area Office 4 were rated at high level. The aspects with the highest mean were structure of the organization, potential of the organization, environment and organizational culture, and monitoring, controlling and evaluation, respectively. For the aspects with the lowest mean, there were purposes, mission specification, and assignation and the allocation of resources. 2. The guidelines for strategy implementations in basic educational institutions under Khonkaen Primary Educational Service Area Office 4 were composed of the followings. 1) Staff and communities take part in the operation, collaborate, and discover perfect operational directions ; 2) they understand, review, analyze for strengths and weaknesses, improve, and choose appropriate strategies for the context of the school ; 3) administrative structures are adjusted for clear, flexible, and self-regulating management ; 4) staff are promoted and encouraged to further their education and attend trainings in order to improve the working standards ; 5) authorized people coordinate with the community and external organizations for local skilled personnel to help with the development ; 6) funds, technology media, and equipment necessary for the development of the organization are raised once a year from the community or independent entities ; 7) leaders create working awareness and become good role models for the staff to be always alert and ready for the changes ; 8) local environments, cultures, and people’s ways of life are learned ; 9) the meetings are held to appoint the committee to supervise, suggest, give directions on the document operations, control and follow up the plans regularly ; and 10) tripartite is used in mutual supervision through the principle of good companions.
