The Implemntation of the Student Care and Support System the Phanthong School Group under the Chonburi Primary Educational Service Area Office 2

Abstract

The purposes of this study were to 1) examine the implementation of the student support system, 2) compare the implementation of the student support system, and 3) explore guidelines for the implementation of the student support system. The research participants consisted of school administrators and teachers from the Phan Thong district school network. Based on Krejcie and Morgan’s formula with a 95% confidence level, the sample size was 183 participants, selected through stratified random sampling, using the school size as the sampling unit and simple random sampling by lottery. The research instruments included a 5-point Likert scale questionnaire with a content validity index ranging from 0.80 to 1.00 and a reliability coefficient of 0.986, as well as semi-structured interviews. Data were analyzed using frequency, percentage, mean, standard deviation, t-test, F-test, and content analysis.

          The results revealed that 1) overall, participants’ opinions on the implementation of the student support system in the Phan Thong school network were at a high level. Among the five aspects, the highest mean score was observed in the area of prevention and problem-solving. 2) Teachers and administrators with different gender, education level, school size, and work experience did not differ significantly in their overall and aspect-specific opinions on the implementation of the student support system. 3) Guidelines for developing the student support system in the Phan Thong school network were identified across five areas: 1) Knowing students individually – schools track student information and coordinate with parents to provide appropriate support; 2) Student screening - using background information, behavior, and academic performance to classify students for proper intervention planning; 3) Student development – organizing activities to promote ethics, life skills, and personal potential; 4) Prevention and problem-solving – teachers monitor at-risk students and provide individual counseling; 5) Student referral – having clear referral procedures for students with specific problems, with continuous follow-up to ensure adequate support.