The Development of an Educational Administration Model to Enhance Reading and Writing Competencies of Primary School Students under the Udon Thani Primary Educational Service Area Office 1

Abstract

This research aimed to: 1) investigate the current conditions, desired conditions, and needs assessment regarding educational administration that promotes reading and writing abilities of primary school students under Udon Thani Primary Educational Service Area Office 1; 2) develop an educational administration model; 3) examine the results of implementing the model, comprising (1) evaluating operational performance under the model, (2) studying satisfaction toward the model, and (3) assessing the reading and writing abilities of Grades 1–6 students after using the model; and 4) evaluate the educational administration model.

The research was conducted in four phases. Phase 1 involved in-depth interviews with 6 school administrators and 6 teachers, along with questionnaire responses from a sample of 313 participants. Phase 2 involved interviews with 7 experts, a workshop with 11 stakeholders, and a focus group discussion with 9 experts. Phase 3 involved a trial implementation with 318 administrators and teachers, and 2,511 Grades 1–6 students. Phase 4 involved model evaluation by 9 experts. All research instruments passed quality checks with IOC values of 0.60–1.00, discrimination indices of 0.335–0.940, and reliability coefficients of 0.886–0.989.

The findings revealed that: 1) the current state of educational administration promoting reading and writing abilities was at a moderate level overall. The service area office had policies in place to promote student literacy, but the administrative model lacked clarity in defining roles for administrators and teachers, supervision and monitoring processes, and operational procedures. The desired conditions were rated at a high level, with the highest priority need identified as Component 2: Objectives of Educational Administration. 2) The developed educational administration model comprised five main components: principles, objectives, operational processes, evaluation guidelines, and conditions for success. The operational process follows a cyclical procedure known as the STARS Process, consisting of five steps: Setting goals, Task, Assessment, Reflection, and Show and Share. 3) The overall operational performance of schools implementing the model was at a high level; administrator and teacher satisfaction was at a high level; and students at all grade levels showed significantly higher reading and writing abilities after using the model than before, at a statistical significance level of .01. 4) Expert evaluation of the model across all dimensions was rated at the highest level overall.