The Internal Quality Assurance Performance of Schools under Narathiwat Primary Educational Service Area Office 1

Abstract

     The independent study aimed to: (1) examine the level of internal quality assurance in educational institutions; (2) compare the internal quality assurance of educational institutions based on gender, administrative experience, and school size; and (3) synthesize problems and recommendations regarding internal quality assurance in schools under the Narathiwat Primary Educational Service Area Office 1. The sample consisted of 107 school administrators. The research instrument was a 45-item Likert-scale questionnaire, with content validity values ranging from .67 to 1.00 and a reliability coefficient of .978. The statistics used for data analysis included percentage, mean, standard deviation, t-test, and F-test. When significant differences were found, Scheffé’s method was employed for pairwise comparisons.

     The results revealed that 1) School administrators demonstrated the highest overall level of internal quality assurance implementation. 2) Administrators with different genders and school sizes did not differ in their overall or domain-specific internal quality assurance practices. However, administrators with different levels of administrative experience showed statistically significant differences in overall internal quality assurance practices at the .01 level. 3)Regarding the problems, it was found that schools set excessively high targets for each educational standard, resulting in failure to meet the established goals. Additionally, the budget allocated to support the operations was insufficient, tasks were not completed within the planned timeframe, there was a lack of continuity in quality assurance monitoring and evaluation, and follow-up on operational results was inadequate. Teachers and school personnel also lacked adequate knowledge and understanding in preparing self-assessment reports. As for the recommendations, schools should clearly define appropriate performance targets according to the standards to ensure accurate implementation and goal achievement. Schools should also conduct budget analyses to ensure sufficient financial support for operations, prepare a comprehensive operational calendar, and use results to identify problems and obstacles. Collaborative discussions should be held to develop solutions, and recommendations should be applied to future improvements. Educational quality should be monitored and evaluated every semester to ensure continuity, with periodic follow-ups throughout the academic year. Additionally, training on the preparation of self-assessment reports should be provided to all teachers and school personnel.