The Development of Innovative Organization Model for School Quality in 21st Century of Anubanbanglamung School under Chonburi Primary Educational Service Area Office 3

Abstract

This research aimed to: 1) examine the components and indicators of becoming an innovative organization toward school quality in the 21^st century, 2) investigate the current and desirable conditions of being an innovative organization, 3) design and develop an innovative organization model, 4) study the results of implementing the model and 5) examine stakeholders’ satisfaction and evaluate school quality at Anubanbanglamung School. The sample group consisted of members of the Basic Education School Committee, teachers and educational personnel, academics and educational supervisors, and parents. The samples were obtained through stratified random sampling according to the research procedures. The research instruments included document analysis forms, interview forms, questionnaires, focus group discussion records for experts, Index of Item-Objective Congruence (IOC) forms, school quality assessment forms, and evaluation forms for appropriateness, feasibility, and utility of the model. Data were analyzed using mean, standard deviation, and content analysis.

The findings revealed that: 1) There were eight components of an innovative organization: innovation-oriented strategy; innovative culture and climate; innovation-supportive organizational structure; innovation teams; innovative leadership; resource support; innovation networks; and innovation knowledge management. 2) The current condition before development was at a moderate level, while the desirable condition was at a high to highest level. 3) The INNOVATIVE Model, consisting of ten steps, was developed, covering analysis, planning, organizational leadership, management, innovation production and dissemination, evaluation and control, networking, culture building, resource and technology support, and personnel capacity development. 4) After implementation, overall school quality was at a high to highest level, with outstanding performance in teachers’ instructional quality and administrators’ innovative leadership. 5) Stakeholders’ satisfaction was at a high level, and school quality evaluation results were also at a high level, ranked respectively as teacher quality, student quality, administrator quality, and overall school quality.