The purposes of this research were 1) to study the components and indicators of school-based administration of the ministry Office of the Secondary Education office area 28, 2)To study the present condition of the desirable state of school-based management of secondary school under the jurisdiction of the ministry Office of the Secondary Education office area 28, 3) To study the school-based management approach From the schools that have the Best Practices (Best Practice) of Secondary Schools under the ministry Office of the Secondary Education office area 28, 4) to improve the school base management of the high schools under the ministry Office of the Secondary Education office area 28. This research was divided into 4 phases: Phase 1: A study of the components and indicators for the development of school-based management guidelines for schools under the ministry Office of the Secondary Education office area 28, This examines the appropriateness of the components and metrics used in the school-based management of schools under the ministry Office of the Secondary Education office area 28. Phase 2: study the current conditions for the purpose of government in using the school based management for the schools under the ministry Office of the Secondary Education office area 28 and for the teachers under the ministry Office of the Secondary Education office area 28 for the academic year 2015 with the number of 3,647,217 were classified as administrators and 3,430 were teachers. The samples were school administrators and teachers under the ministry Office of the Secondary Education office area 28 who performed duty in the academic year 2558.of 3,647 persons by comparison was the total population to the sample size table. We used Krejcie and Morgan stratified random sampling. The samples were 141 administrators, 358 teachers, and 499 teachers. Phase 3: study the schools that manage by schools base management with the best practices (Best Practice) in leading and providing information to the study and to learn it specifically. Purposive sampling was provided by three informants, three people from three schools, one in small schools, one in middle schools, and one in large school. Phase 4: The improvement of school-based management in secondary schools under the ministry Office of the Secondary Education office area 28. Information Providers are knowledgeable persons of 9 people by Focus Group Discussion to find the recommendations of school-based administration in secondary schools and the evaluation of school-based management approaches in secondary schools under the ministry Office of the Secondary Education office area 28. The research found that: 1. The composition and metrics of school-based administration in the secondary schools under ministry Office of the Secondary Education office area were: 1) the decentralization process had 20 indicators; 2) the self-management principles had 8 indicators; 3) Participatory principles have 11 indicators and 4) Principles of check and balance there were 8 indicators. 2. The present condition of the desirable state of school-based management of secondary schools under in the Office of Secondary Education in the region found that the current state of school-based administration was at the level of schools under the ministry Office were at the high level Principles of Participation Principles of Self-Management Principles of Monitoring and Balancing Desirable Conditions of School-Based Management was at the high level. In each case, the level of dissertation was at the high level as follows: Principles of decentralization Principles of participation Principles of self-management provision Checking and balancing 3. The draft of school-based management guidelines in schools with excellent practice (Best Practice) of secondary schools under the ministry Office of the Secondary Education office area 28, The researcher analyzed the need for priority (Modified Priority Needs).Index: (PNI) to be used in the interview design. Educational institutions under ministry Office of the Secondary Education office area 28 found that the required sequence of needs on the development of school-based management of schools under the Office of Education Service Area needs were ascending and descending as follows: No. 1Decentralization. No. 2 Participation No. 3 Administration Self, No. 4 on checking and counterbalancing School-based management guidelines from Best Practices School found that all three schools there was a school-based management approach in education. There were similarities and differences in little practical details. The researcher concluded that the school-based management approach in schools under the jurisdiction of the ministry Office of the Secondary Education office area 28, in decentralization there were 25 development guidelines. In Participatory Indicators there were 15 development guidelines. For self-management measures there were 11 development guidelines. Indicators of monitoring and counterbalancing there were 17 development indicators. 4. The results of school-based management evaluations were the base of secondary schools in under the jurisdiction of the ministry Office of the Secondary Education office area 28. 9 experts were included at the highest level and highest probability.