Monitoring and Evaluation of Teacher and School Development for Continuous Educational Quality Enhancement by the Starfish Country Home Foundation in Chiang Mai Province

Abstract

          This research aimed to monitor and evaluate the teacher and school development initiatives implemented by the Starfish Country Home Foundation, focusing on the continuous enhancement of educational quality. A mixed-methods research design, incorporating both quantitative and qualitative approaches, was employed. Data were collected from administrators, teachers, students, and coaches across 59 schools located in Chiang Mai, Lamphun, and Samut Sakhon provinces. Data collection methods included observation, in-depth interviews, focus group discussions, and document analysis.

            The findings regarding the initial conditions and subsequent changes in schools revealed that most institutions possessed strong foundational support, particularly in terms of budget allocation. However, a deficiency in an adequate number of teacher development coaches was noted. Following participation in the Foundation's program, core operational processes, such as school management and community engagement, demonstrated improvement. Furthermore, student skills, as both outputs and outcomes, increased from a moderate to a high level. The project management aspect was executed according to five key measures and four core processes, including flexible learning management and continuous teacher development. Results indicated a significant improvement in outcomes post-intervention, with notable advancements in students' analytical thinking and communication skills.

          Key success factors identified included the presence of coaches with a strong pedagogical commitment, consistent budgetary and academic support, the preparedness of school administrators and teachers, and active community involvement. In terms of project effectiveness, the initiatives were found to contribute to time and cost savings through the adoption of online training modules. This, in turn, enhanced teachers' proficiency in utilizing technology, enabled students to create work aligned with their potential, and facilitated schools in developing innovations to improve overall academic achievement.