Instructional Leadership and Data Use in a Rural Primary School: Lessons from Implementing the TR-IMPACT Model at a Royal Award School
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Abstract
Having student data in a system does not mean that the data are used to improve teaching, especially in rural schools with few teachers and limited budgets. This academic article draws lessons from Thairath Wittaya 102 (Ban Ko Tao) School in Trang Province, a Royal Award school in academic year B.E. 2568 (2025) that uses the school's TR-IMPACT Model, an eight-component administrative framework. The author, the school director since 5 October 2023, analyzed documents from B.E. 2565–2567 (2022–2024) and separated them into the year before the appointment, the transition year, and the first full year. The director joined professional learning community (PLC) meetings as a co-learner, and the school specified in advance which data would inform which decisions. The average Grade 6 O-NET score rose from 35.59 to 38.05, and the percentage of students achieving Grade 3 or above in Thai rose from 73.22 to 83.97. Because the data come from a single case and different student cohorts, causality cannot be established. Lessons for other rural schools include planning from local assets, defining evidence alongside the plan, and using the PLC to bring data back into teaching.
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แนวคิดและข้อเสนอแนะที่นำเสนอในบทความของวารสารการบริหารและความเป็นผู้นำทางการศึกษา มหาวิทยาลัยรามคำแหง เป็นแนวคิดที่มาจากผู้เขียน หากมีความผิดพลาดใด ๆ ผู้เขียนเป็นผู้รับผิดชอบแต่เพียงผู้เดียว
ทั้งนี้ บรรณาธิการ กองบรรณาธิการ และคณะกรรมการหน่วยจัดทำวารสารฯ จะไม่ก้าวก่ายความมั่นคงในหลักการตามความคิดของผู้เขียน
ดังนั้น บรรณาธิการ กองบรรณาธิการ คณะกรรมการหน่วยจัดทำวารสาร และมหาวิทยาลัย จะไม่รับผิดชอบใด ๆ จากผลที่เกิดขึ้นจากการนำเสนอแนวคิด และข้อเสนอแนะของผู้แต่งที่เผยแพร่ในวารสารฯ
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