วารสารวิทยาลัยบัณฑิตเอเซีย ...

The purposes of this research were to: 1) study the components of the school-based management in the private schools, 2) investigate the present and desired conditions of the school-based management in the private schools under Udon Thani Primary Educational Service Area Office 1, and 3) propose the guidelines for the school-based management in the private schools under Udon Thani Primary Educational Service Area Office 1. This research was divided into 3 phases: Phase 1 studying the components of the school-based management in the private schools, divided into 3 sub-steps, namely, step 1, study documents, texts, concepts, theories and related research, step 2 synthesis of elements of school-based management as a base from document studies, and step 3, assessing the appropriateness of the components of school-based management by 5 experts. The key informants of Phase 2 obtained by the use of stratified random sampling technique were 248 teachers and 21 administrators of the private schools under Udon Thani Primary Educational Service Area Office 1 using school-based management. and Phase 3, developing guidelines for the administration of school-based operations of private schools, divided into 2 sub-steps, namely, step 1, interviewing 3 administrators, to find problems and solutions in the administration by using the school as a base, and Step 2, draft the guidelines for managing schools using the base of private schools Informant group were 2 administrators and 1 deputy director. The research instruments consisted of the questionnaire regarding the development of the guidelines for school-based management in private schools under Udon Thani Primary Educational Service Area Office 1, the interview about the guidelines for school-based management in private schools under Udon Thani Primary Educational Service Area Office 1. The statistics used for data analysis were basic statistics, Priority Needs Index. The research findings were as follows: 1. The study of components of the school-based management in the private schools under Udon Thani Primary Educational Service Area Office 1 showed that there were 5 components as follows; 1) the decentralization of power, 2) the participation management, 3) the returning of educational management power to people, 4) the self-management aspect and 5) the checks and balances of power. 2. The investigation of the present and desired conditions of the school-based management in the private schools under Udon Thani Primary Educational Service Area Office 1 revealed below. 2.1 The present condition of the school-based management in the private schools under Udon Thani Primary Educational Service Area Office 1, as a whole and as an individual aspect was at high level. Ranging from high to low mean were the checks and balances of power, the self-management aspect, the decentralization of power, the returning of educational management power to people and the participation management. 2.2 The desired condition of the school-based management in the private schools under Udon Thani Primary Educational Service Area Office 1, as a whole and as an individual aspect was at high level. Ranging from high to low mean were the participation management, the checks and balances of power, the returning of educational management power to people, the decentralization of power and the self-management aspect, respectively. 2.3 The findings of the Priority Needs Index (PNI modified) analysis of the school-based management in the private schools under Udon Thani Primary Educational Service Area Office 1 showed the highest need to the lowest need as follows: the participation management, the returning of educational management power to people, the decentralization of power, the self-management aspect, and the checks and balances of power, respectively. 3. The guidelines for the school-based management in the private schools under Udon Thani Primary Educational Service Area Office 1 were found to have 5 aspects consisting of 1) the decentralization of power, 2) the participation management, 3) the returning of educational management power to people, 4) self-management, and 5) the checks and balances of power.