A Model for Managing and Developing Small Schools Through a Mentoring Process to Enhance Teachers' Integrated Teaching Efficiency and Develop Analytical Thinking Skills of Primary School Students in Phetchaburi Province

Abstract

         This research aimed to develop and examine the effects of a management and development model for small schools utilizing the mentor school approach. The objective was to enhance the effectiveness of integrated teaching and learning management among teachers, as well as to improve analytical thinking skills among primary school students in Phetchaburi Province. The study employed an action research methodology and was conducted in six phases as follows:  1. Document analysis and in-depth interviews with school administrators, teachers, and school board members of the targeted scolls to assess the current state and challenges of managing small schools through a mentoring process and to establish a conceptual framework for developing the model.  2. Model development through focus group discussions with experts to refine the management and development model.  3. Model evaluation by collecting feedback through questionnaires from the expert group to assess the model appropriateness.  4. Model implementation by applying the developed model in the targeted schools.  5. Evaluation of integrated teaching management after the model implementation, performed by experts and mentor teachers. 6. Evaluation of students' analytical thinking skills after the model implementation among primary school students in Phetchaburi Province. 

         The research findings are as follows:
         1.The developed model for managing and developing small schools through a mentoring process to improve teachers' integrated teaching efficiency and enhance the analytical thinking skills of primary school students in Phetchaburi Province was found to be highly effective. The model's administrative processes were clearly defined and included the following components: 1. Stakeholders involved e.g. 1) School board members 2) Parents 3)Teachers and educational personnel. 2. Administrative processes e.g.: 1) Planning 2) Decision-making 3) Implementation 4) Evaluation 5) Benefit realization. 3. Relevant tasks/areas e.g. 1) Academic Affairs 2) Personnel Affairs 3) General Administration. The model aimed to enhance teachers' ability to perform integrated teaching and improve students' analytical thinking skills. The overall evaluation of the model by experts indicated that it was highly appropriate, with a mean score of 4.55 (SD = 0.42).

         2. The evaluation of integrated teaching management after implementing the developed model in Ban Bang Ket School, conducted by experts and mentor teachers, was rated as excellent.

        3. The assessment of students' analytical thinking skills after implementing the model showed an average score of 16.33 out of 20, equivalent to 81.67 per cent.