Development of Educational Management System in Small Primary School

Abstract

The purposes of the research were: 1) to study the factors of Educational Management System in Small Primary School; 2) to investigate current situations problems and guidelines of developing educational management in small primary school, 3) to develop Educational Management System in Small Primary School and 4) to examine the results of usage Educational Management System in Small Primary School. The research was comprised of four phases: Phase1 studying the factors of educational system in small primary school; Phase 2 Investigating current situations problems and guidelines of developing Educational Management System in Small Primary School; Phase 3 Developing educational system in small primary school and Phase 4 Examining the results of usage educational system in small primary school. The instruments used for data collection in this study were a note- taking form, a questionnaire, an interview and an observation form. The statistics used for data analysis were mean, percentage, standard deviation and content analysis.The results of the research found that:1) The factors of educational system in small primary school comprised of 4 main aspects: (1) Input including with eight sub-factors; (2) Process including with two sub-factors; (3) Output including with two sub-factors; (4) Feedback including with one sub-factor.2) The results of studying current situations and problems revealed that:There are 10,877 small primaries.The problems revealed that administrators lacked of supervision and did not followed up development of student’s quality, teachers did not clear about student-centered learning, parents and community lacked of cooperation in development of student’s quality and students’ quality were lower than benchmark.The guidelines to develop found that both administrators and teachers needed to develop teachers in student-centered learning, curriculum in learning of teachers, media and technology, learning sources for learner’s learning and to ask for parents’ cooperation in development of student’s quality.3) Educational Management System consisted of 4 main aspects, 13 sub-factors including with 42 indicators4) Evaluating system factors by experts, the results revealed that there were the highest in every factor in 80%. The findings of evaluation system and manual of Educational Management System found that it was higher than 80%.5) The examining of usage Educational Management System revealed that pre- treatment of usage educational management system was in the ‘least’ level. However, post- treatment of usage educational management system was in the ‘most’ level.

Full text

International Education Studies; Vol. 9, No. 12; 2016
ISSN 1913-9020 E-ISSN 1913-9039
Published by Canadian Center of Science and Education
244
Development of Educational Management System in Small Primary
School
Yupayao Alsammarry1, Chaiyuth Sirisuthi1 & Surat Duangcharthom1
1 Mahasarakham University, Thailand
Coresspondence: Yupayao Alsammarry, Major Educational Administration and Development, Mahasarakham
University, Thailand. E-mail: yupayao.alsam@gmail.com
Received: June 2, 2016 Accepted: July 6, 2016 Online Published: November 27, 2016
doi:10.5539/ies.v9n12p244 URL: http://dx.doi.org/10.5539/ies.v9n12p244
Abstract
The purposes of the research were: 1) to study the factors of Educational Management System in Small Primary
School; 2) to investigate current situations problems and guidelines of developing educational management in
small primary school, 3) to develop Educational Management System in Small Primary School and 4) to
examine the results of usage Educational Management System in Small Primary School. The research was
comprised of four phases: Phase1 studying the factors of educational system in small primary school; Phase 2
Investigating current situations problems and guidelines of developing Educational Management System in
Small Primary School; Phase 3 Developing educational system in small primary school and Phase 4 Examining
the results of usage educational system in small primary school. The instruments used for data collection in this
study were a note- taking form, a questionnaire, an interview and an observation form. The statistics used for
data analysis were mean, percentage, standard deviation and content analysis.
The results of the research found that:
1) The factors of educational system in small primary school comprised of 4 main aspects: (1) Input including
with eight sub-factors; (2) Process including with two sub-factors; (3) Output including with two sub-factors; (4)
Feedback including with one sub-factor.
2) The results of studying current situations and problems revealed that:
There are 10,877 small primaries.
The problems revealed that administrators lacked of supervision and did not followed up development of
student’s quality, teachers did not clear about student-centered learning, parents and community lacked of
cooperation in development of student’s quality and students’ quality were lower than benchmark.
The guidelines to develop found that both administrators and teachers needed to develop teachers in
student-centered learning, curriculum in learning of teachers, media and technology, learning sources for
learner’s learning and to ask for parents’ cooperation in development of student’s quality.
3) Educational Management System consisted of 4 main aspects, 13 sub-factors including with 42 indicators
4) Evaluating system factors by experts, the results revealed that there were the highest in every factor in 80%.
The findings of evaluation system and manual of Educational Management System found that it was higher than
80%.
5) The examining of usage Educational Management System revealed that pre- treatment of usage educational
management system was in the ‘least’ level. However, post- treatment of usage educational management system
was in the ‘most’ level.
Keywords: educational management, development, small primary school
1. Introduction
The change current in world society has become an important factor in livelihood on knowledge-based society
and economy. If the country had the quality of population, it would be a winner in competition. The
characteristics of human for modern society must be learning person in learning society and learning
organization (Panich, 2004; Office of The Basic Education Commission, 2010). Education is the most important

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instrument in human development because if the population had quality education, they also would have the
quality of good life. Thus, all over the country in the world including with Thailand had tried to adjust the
direction of modern future that has focused on human development and human learning and has encouraged
learners to develop themselves at their own pace and to continuous lifelong learning (The Institute of Research
and Learning Development, 2010, p. 12).
National Education Act of B.E. 2542 (1999), Section 22 states that “Education shall be based on the principle
that all learners are capable of learning and self-development, and are regarded as being most important. The
teaching –learning process shall aim at enabling the learners to develop themselves at their own pace and to the
best of their potentially. And Section 23 states that “Educational management shall give emphases to knowledge,
morality, learning process and integration of the following, depending on the appropriateness of each level of
education: Knowledge about oneself and the relationship between oneself and society, namely: family,
community, nation and world community; as well as knowledge about the historical development of the Thai
society and matters relating to politics and democratic system of government under a constitutional monarchy;
Scientific and technology knowledge and skills as well as knowledge. Understanding and experience in
management, conservation, and utilization of natural resources and the environment in a balanced and
sustainable manner; Knowledge about religion, art, culture, sports, Thai wisdom, and the application of wisdom;
Knowledge and skills in mathematics and languages, with emphasis on proper use of the Thai language;
Knowledge and skills in pursuing one’s career and capability of leading a happy life. Furthermore, Section 24
states that “ In organizing the learning process, educational institutions and agencies concerned shall: Provide
substance and arrange activities in line with the learners’ interests and aptitudes, being in mind individual
differences; Provide training in thinking process, management, how to face various situations and application of
knowledge for obviating and solving problems; Organize activities for learners to draw from authentic
experience, drill in practical work for complete mastery; enable learners to think critically and acquire the
reading habit and continuous thirst for knowledge; Achieve, in all subjects, a balanced integration of subject
matter, integrity, values, and desirable attributes; Enable instructors to create the ambiance, environment,
instructional media, and facilities for learners to learn and be all-round persons, able to benefit from research as
part of the learning process. In so doing, both learners and teachers may learn together from different types of
teaching-learning media and other sources of knowledge; Enable individuals to learn at all times and in all places,
co-operation with parents, guardians, and all parties concerned in the community shall be sought to develop
jointly the learners in accord with their potentially (National Education Act of B.E. 2542 (1999).
National Education Act of B.E. 1999 intends to develop human potentiality to be learning’s learner and to be
able to continuous lifelong learning quality. However, learners’ evaluation in basic education level of most small
primary school in rural area found that learner quality faced a problem because of low students’ achievement test,
especially factor of knowledge and necessity skills for learning i.e. reading, writing, calculating (Office of
Education Standards and Quality Assessment, 2005, p. 23). The current situation of small primary schools tend
to increase these problems. Nowadays, there are 14,669 small primary school. The rate teacher to student was in
1: 8-11 (Operation Center of Office of the Basic Education Commission, March, 2011) The problems of
educational management in small primary school were as follows: there were not enough teacher for the class,
the teacher did not teach his major subject, the teachers had both extra works and their teaching, so they could
not look after their children in the class closely, teacher lacked of encouragement in their working, most of
teachers misunderstood about child-center in learning management, teachers lacked of media and technology and
learning sources to support student’s learning. Moreover, learning management in subjects were separated each
other. They did integrate in both content and value of human development. And students were ignored and were
not developed individually, thus, some of them did not catch up their lesson learned and they were left out of
student care system. Besides, teachers lacked of skills and techniques of suitable learning management, lacked of
planning and psychology in learning and teaching activities. Teachers did not teach on time and in full time
because they had a lot of document’s burdens. And the administrators lacked of aggressive administration plans
and they did not have any long plan. Besides, they did not use information technology to work. They did not
check and follow up students. And the school buildings seemed too old and ruined. And the problems of school
boards and communities found that they did not clear their roles. Thus, these problems affected to low
achievement test of the students (Office of the Education Council, 2005). However, the Ministry of Education
tried to solve continuously the problems of the quality of educational management in small primary school i.e.
controlling small primary school, providing school-bus, DLTV learning management, providing budgets for
learning’s equipment (Tunsuk, 2011, pp. 12-13). The evaluation students’ quality found that learners in this
project were not quite different from learners in specific obligation school (A Primary School Net Work, 2011,
pp. 9-10).

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2. Literature
The study of conceptual framework of Development of Educational Management System in Small Primary
School, the researcher had studied from many academic researches: Doug Thomas (2005), Grolnick and
Slowiazek (2010), Knezevick (1994), Wiles (2010), Panich (2015), Santiwaranon et al. (2011), Phusrisom (2011),
Wathanasirithum (2011), Office of the Basic Education Commission (2010), Jantharasombut (2010), Office of
the Education Council (2009), Sutjaritrak (2008), Eua-jai (2006) Wasee (2005), Chaeuy-ki-wong (2005),
Khammanee (2005), The Ministry of Education (2004), Runjachroen (2004), Jantharasathit (2003), Wongwanich
(2002). The researcher found that the factors of Development of Educational Management System in Small
Primary School composed of four aspects, each aspect had sub-factor as follows: Input consisted of eight
sub-factors: administrator, teachers, parents and community, curriculum, budgeting, media and technology,
learning sources and students; Process consisted of four sub-factors: academic administration, budgeting
administration, personnel administration and general administration that each sub-factor had been driven by
PDCA process; Output comprised one sub-factor: the quality of school educational management; Feedback
consisted of one sub-factor; proceeding report as the follows: 1) Input aspect including with eight sub-factors as
follows: Administrators, Teachers, Parents and Communities, Budgeting, Curriculum, Media and Technology,
Learning Sources, Learners; 2) Process aspect including with four sub-factors as follows: Academic
Administration, Budgeting Administration, General Administration and General Administration; 3) Output
aspect including with one sub-factors: The Quality of School Educational Management; 4) Feedback aspect
including with one sub-aspect : Proceeding Report as shown in Conceptual Framework in Figure 1 below:
Figure 1. Educational management system in small size school by theory synthesis
Educational Management System in Small Primary School
Inputs Process Outputs
1. Administrator
2. Teachers
3. Parents and Community
4. Curriculum
5. Budgeting
6. Media and Technology
7. Learning sources
8. Students
School Mission
1. Academic Administration
2. Budgeting Administration
3. Personnel Administration
4. General Administration
P
A
C
D
School Educational
Management Quality
Feedback
Proceeding Report

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Thus, the researcher realizes that it is the most essential to develop small primary school in order to be
sustainability with community by developing teachers in learning management about learner center learning, to
develop curriculum to suit learning and teaching, develop media and technology to support learning, to develop
learning sources inside and outside schools, to administer budget effectively, to supervise and follow up quality
of students continuously and to coordinate parents and communities to be a part of develop educational
management. This is a choice way to develop educational management in small primary school.
According to the reasons mentioned, the researcher is interested in Development of Educational Management
System in Small Primary School in order to investigate the techniques to develop learners in a small primary
school.
3. Research Questions
1) What is the factor of Educational Management System in Small Primary School?
2) What is the current situations, problems and guidelines to develop Educational Management System in
Small Primary School?
3) What should the suitable Educational Management System in Small Primary School be?
4) What effects does Educational Management System in Small Primary School have?
4. Purposes of the Research
1) To study the factors of Educational Management System in Small Primary School.
2) To investigate current situations problems and guidelines of developing Educational Management System
in Small Primary School.
3) To develop Educational Management System in Small Primary School.
4) To examine the results of usage Educational Management System in Small Primary Schoo.
5. Procedure of the Research
Phase 1 Studying the factors of Educational Management System in Small Primary School.
Step 1 Studying the documents and research involved in Educational Management System in Small Primary
School aims to define the factors of educational management system in small primary school.
Step 2 Confirmation the factors of Educational Management System in Small Primary School aims to confirm
the factors by experts of Educational Management System in Small Primary School.
Phase 2 Investigating current situations, problems and guidelines of developing Educational Management
System in Small Primary School.
Step 1 Studying current situations, problems and guidelines of Educational Management System in Small
Primary School aim to investigate in depth of information of current situations, problems and guidelines of
educational management by the meeting administrators and teachers of small primary schools.
Phase 3 Developing Educational Management System in Small Primary School.
Step 1 Studying the “Best Practices” of small primary schools.
This step was to study the two “Best Practices” of small primary schools in order to collect data according to the
factors of Educational Management System in Small Primary School from phase 1 and other factors that affects
to developing educational management.
Step 2 Drafting systems and manual of usage Educational Management System in Small Primary School in small
primary school.
Drafting systems and manual of usage Educational Management System in Small Primary School was to use the
results of phase 1 and studying the two “Best Practices” of small primary schools.
Step 3 Confirmation of Educational Management System in Small Primary School.
The researcher drafted systems and manual of usage Educational Management System in Small Primary School,
then they were proved by experts in accuracy, suitability, feasibility and usefulness. And the researcher improved
and corrected them on the experts’ comments and suggestions.
Phase 4 Examining the results of usage Educational Management System in Small Primary School.
Step 1 Examining the results of usage educational management system was to use the draft of systems and
manual of usage Educational Management System in Small Primary School in the real situation. They have been

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implemented for 1 year, then it was examined the results of usage educational management system.
6. Instruments Used
The instruments used for data collection were a questionnaire and a note- taking form, a questionnaire, an
interview and an observation form.
7. Data Collection
Researcher collected data oneself.
8. Data Analysis
The data analysis from questionnaire was mean, percentage, standard deviation and the data from the meeting
was content analysis.
9. The Findings of the research
The results of the study found as follows:
1. The factors of Educational Management System in Small Primary School consisted of four main aspects:
1) Input aspect including with 8 sub-factors as follows: Administrators, Teachers, Parents and Communities,
Budgets, Curriculum, Media and Technology, Learning Sources, Learners
2) Process aspect including with 2 sub-factors as follows: Academic administration process, General
administration process
3) Output aspect including with two sub-factors as follows: Management Administration Quality, Learners
Quality
4) Feedback aspect including with one sub-aspect
4.1) Evaluating System Factors
2. The current situations problems and needs of development Educational Management System in Small Primary
School found that: 2.1) the current situations of basic education management showed that there were 10,877
small primary schools. It was 35.98 %. And it tended to increase steadily. 2.2) the problems of Educational
Management System in Small Primary School revealed that administrators missed supervision and following up
development of learner’s quality, teachers misunderstood about child-center in learning management, the
learners were in low standard. 2.3) the needs analysis of development of Educational Management System in
Small Primary School found that both administrators and teachers needed to develop teachers about child-center
in learning management, to develop curriculum for teacher’s learning management, to develop medias and
technology and learning sources for learner’s learning, to coordinate the parents’ cooperation in learners quality.
3. The factors of educational management in primary school consisted of four main aspects. Each had
sub-factors as shown in the Figure 2 below.

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The results of evaluation the factors of Educational Management System in Small Primary School by experts
found that it was higher than 80% in every factor. It showed that every factor was usefulness, feasibility,
suitability and accuracy. The findings of system and manual of usage Educational Management System in Small
Primary School demonstrated that it was higher than 80%. It showed that the system and the manual of usage
system were suitable.
4. Examining the results of usage Educational Management System in Small Primary School was concluded as
follows:
The findings of implementation, the academic administration aspect revealed that pre-treatment of usage
educational management system was in the ‘poor’ level. After treatment for a year, it increased more
development. It was in the ‘most’ level.
The results of implementation, the learners’ quality found that the quality of learners in pre- treatment found that
some students cannot read and write in basic words of class curriculum. And some of them cannot calculate the
basic mathematics of class curriculum. After treatment for a year, students could read and write basic words of
class curriculum. Besides they also could calculate the basic mathematics, except learner disability (LD) in the
class. Furthermore, the student’s national test (NT) in 2013 increased more than student’s in 2012, it increased
3.31%. And the student’s O-NET in 1013 increased more than student’s in 2012, it increased 2.90%.
10. Discussion
The findings of development of Educational Management System in Small Primary School had the interesting
issues that could discuss as follows:
I) The results of studying the factors of Educational Management System in Small Primary School consisted of
four main aspects 1) Input, 2) Process, 3) Output, 4) Feedback. They were basic infrastructure of system as
Bardo (1998), Bertalanffy (1968) and Malithong (1997) said that the factors of system consist of 4 parts 1) Input,
2) Process, 3) Output and 4) Feedback. And Bittel (1978), Smith (1982), Schoderbek et al. (1990) said that
system consists of 5 factors i.e. 1) Input, 2) Process, 3) Output, 4) Feedback and 5) Environment. However,
researcher realizes that the fifth factors; environment does not relate directly to Educational Management System
in Small Primary School. It was supported by Rodjai’s (2009) study of Analysis Factors Affecting to Efficiency
of Small Primary School found that the factors affecting to efficiency of small primary school consisted of 8
variables: leadership of administrators, teachers competency, management administration, learning management,
learning environment management, participatory of community, policy to practice and efficiency of small
primary school. it was related to American institutes for research’s (2007) opinion of A study Educational
Management in Educational Reform should have five important factors i.e. The administrators were able to
coordinate cooperation of communities, Teacher could analysis individual learners and support them to learn at
their own pace, Curriculum could support to students’ needs and communities, Techniques of learning and
teaching focused on friendship atmosphere, Parents and communities realized and paid attention to educational
management. It was supported to Wilson’s (2005) opinion in A Study of Transformational Leadership in Small
School, it found that the factors of quality management administration consisted of 5 aspects: curriculum
supporting community’s needs, learning management focusing on learners, exchanging and sharing teacher’s
ideas, providing environment for learning, supporting student’s learning by parents. Besides, it was related to
Lomsai’s (2009) opinion in a research in the title of The Factors Influence in Development Thinking Process in
Basic Education Schools , it revealed that the factors influence in development thinking process in basic
education schools consisted of 6 factors: 1) Learning and teaching management, 2) Characteristics of learners
supporting thinking process, 3) Participatory of communities, 4) Leadership of administrators, 5) Rearing of
family and 6) Leadership of teachers.
II) The results of current situations problems and guidelines to develop Educational Management System in
Small Primary School found that there were not enough teachers for the class, the teacher did not teach his major
subject, the teachers had both extra works and their teaching, teachers could not teach students in child-center in
learning. Administrators did not realize about supervision and follow up developing student’s quality, not
providing learning sources and technology, not cooperation of development student’s quality by parents and
communities, low learning achievement of students. And the needs of Development Educational Management
System in Small Primary School found that administrators and teachers needed to develop about learning
management focusing on learner center. It showed that current educational management are not still successful
as Thiengkham’s (2009) research in the title of A Study Effects of Evaluation and Internal Quality Assurance
Process in Small School, Unwarranted School External Quality Assurance, The Office of Primary Educational
Services Area Nakhonprathom 2, found that the most problem section was section 9: Teachers had ability to

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manage learning and teaching efficiently and to focus on learner center. However, the problems of quality
assurance process in schools found that most administrators did not realize internal quality assurance because
they did not follow the principles of quality assurance, they might follow some steps. So, it affected to
educational management no quality. It was supported to Opstad’s (2010) opinion that “A Study Following up and
Evaluation: A Small School Management Model”, revealed that suitable model of following up and evaluation in
small school should control with talking, review the target goal and define future expectation continuously. And
school and communities had to cooperative working to be working efficiently and effectively.
III) The findings of Educational Management System in Small Primary School revealed that the main factors
consisted of 4 aspects, 11 sub-factors including indicator in each 41 indicators as follows: 1) Input including with
8 sub-factors, 17 indicators; 2) Process including with 2 sub-factors, 7 indicators; 3) Output including with 2
sub-factors, 10 indicators; 4) Feedback including a sub-factor. It showed that the factors of success in
Educational Management System in Small Primary School were stake holders or persons involved who had to
proceed working in every indicator. I was supported by Charoenkhum’s (2009) opinion in Best Practice Model of
Schools in Bangkok, revealed that the factors of Best Practice comprised 5 factors i.e. administration of school,
administrators, administration infrastructure of school, students, teachers and education personnel, parents and
communities. It was related to Sergiovanni’s (1999) opinion in Analysis Efficiency School or Success School
said that characteristics of an effective school were as follows: 1) focusing on learner center, 2) an effective
academic plan, 3) providing learning and teaching to support learners’ learning, 4) good learning atmosphere, 5)
promoting good interaction among groups, 6) providing developing personnel continuously. Moreover, it was
supported by Ruenthong (2007) in A Study Effective School Administration Model consisted of 8 factors i.e. 1)
learning organization, 2) professional administrators and teachers, 3) accountability, 4) providing environment
for learner’s learning, 5) participatory vision and objective, 6) focusing on learning and teaching, 7) teaching
objectively, 8) high expectation to students.
IV) The results of examining of usage Educational Management System in Small Primary School revealed that
pre- treatment of usage educational management system was in the ‘poor’ level. However, post- treatment of
usage educational management system was in the ‘most’ level. The learners’ quality; pre- treatment found that
some students could not read and write in basic words of class curriculum. The post- treatment showed that
learners could read and write basic words of class curriculum. Besides they also could calculate the basic
mathematics, except learner disability (LD) in the class. Furthermore, the student’s national test (NT) in 2013
increased more than student’s in 2012, it increased 3.31%. And the student’s O-NET in 1013 increased more than
student’s in 2012, it increased 2.90%. It implied that the system developed by researcher could solve the
problems of educational management in small primary school. It was supported by Scwartz and Wendy (2009)
referred to a research “Reducing Class Size and Students in City”. It revealed that a small classroom was easier
to improve and develop student’s learning achievement. And teachers could have a good relationship and closely
get familiar with the students. These made the students feel safe oneself and they had good performance. And the
important issue of reducing class size made students has an equal chance and it was the right way to solve this
problem. As Shap (2008) referred to the research in the title “ Leader of Small School : A Study Development
Emotional Abilities of Leader in Specific Small School”, it revealed that small school became the most popular
school to develop current students because it involved in developing student’s learning achievement. And
administrator and teachers could follow up and checked students closely. Besides, it was to support the students
to be leader and show their suitable performance. As Thomas (2005) said that A Study Educational Management
in Small School in New Mexico had the good point small school i.e. it was a good relationship between schools
and communities, teachers and parents got familiar with each other and got a good cooperation in working,
teachers could look after every student closely and had a good relationship each other, support student’s
potentiality individually. Moreover, the findings found that students in small school were more confident in their
performance and it was to build a good discipline of students.
11. Suggestions
Policy suggestions
1) The Office of the Basic Education Commission Level
Office of the Basic Education Commission should change evaluation of teacher’s portfolio to scroll accreditation.
The evaluation should be addressed in development the real student’s quality, not be focused on the documents
as nowadays.
2) The Educational Service Area Level.
The Office of Educational Service Area should develop supervisors to be real specialists about learning

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management focusing on learner center because they could help teachers at small school.
3) School Level
Small school has limited teacher, teachers did not come to class on time, and teachers did not teach their major
subject and some of them could not teach some subject. Thus, school should develop teachers about learning
management focusing on learner center and check and follow up development student’s quality continuously.
12. Suggestions for Usage the Results of the Study
1) Administrator teacher and involved person should study more details of usage manual of educational
management system and sub-system understandably before trying it out at school.
2) The small primary schools are quite different in its context. So, usage educational management system in
small primary school, administrators can adapt and improve sub-factors or some indicators to suit their situations
in order to get through the real goal.
3) The educational management system in small primary school can be more efficiency if the administrator
should be academic leader and be a good coordinator in working.
13. Suggestions for Further Research
1) Researcher or interested person should study about Best Practice System of learners in small primary school.
2) Researcher or interested person should study about development enhancing self-learning for learners in small
primary school.
3) Researcher or interested person should study about development individual learning management system in
small primary school.
Acknowledgments
I would like to express my sincere thanks to my thesis advisor, Assis. Prof. Dr. Chaiyuth Sirisuthit & Assis. Prof.
Dr. Surat Duangcharthom constant encouragement throughout the course of this research. I am most grateful for
her teaching and advice, not only the research. I would not have achieved this far and this thesis would not have
been completed without all his support.
References
Ministry of Education. (2006). National Education Act of B.E. 1999 (Improved Issue 2002). Bangkok:
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