รูปแบบการบริหารจัดการสะเต็มศึกษาของโรงเรียนเครือข่ายสะเต็มศึกษา ของโรงเรียนมัธยมศึกษาในประเทศไทย

Abstract

This mixed-methods research was the exploratory sequential design which its objectives aimed to 1) investigate the stage of STEM education management of STEM network schools of secondary schools in Thailand, 2) examine the components of STEM education management of STEM network schools of secondary schools in Thailand, and 3) propose a model of STEM education management of STEM networks of secondary schools in Thailand. The research consisted of two phases including. Phase I: which comprised of two procedures: 1) in-depth interviews with school administrators and teachers by 52 experts, and 2) component analysis through Delphi techniques by 17 experts. Phase II: which comprised of three procedures: 1) drafting a model and manual of STEM education management, 2) focus group study with 7 experts, and 3) evaluation of model appropriation, its manual and feasibility by 94 experts in the related fields. The study revealed as follows: 1. Overall, the stages of STEM education management of STEM network schools of secondary schools in Thailand covered 5 aspects including 1) Driving STEM education management of school administrators which operated through policies and supporting mechanism, 2) teacher development, 3) Learning management by integrating related substances, learning activities management and STEM camp, 4) Supervision by school personnel and outsiders, and 5) Network engagement. 2. STEM education management of STEM network of secondary schools in Thailand included 6 main components, 5 sub-components, 34 indicators, for instance, Component 1: Driving STEM education management of school administrators consisted of 2 sub-components and 9 indicators, Component 2: STEM education teacher development included 4 indicators, Component 3: Institutional curriculum development included 4 indicators, Component 4: Learning management of STEM education included 3 sub-components and 7 indicators,