GUIDELINES FOR OPERATION OF INTERNAL QUALITY ASSURANCE IN SCHOOLS UNDER THE SPECIAL EDUCATION BUREAU, GROUP 1

Abstract

This research aimed to 1) study the safety management and 2) guidelines for operation of internal quality assurance in schools under the special education bureau group 1. The sample of this research consisted of 211 school administrators and teachers from welfare schools under the administration of the Special Education Bureau, Group 1. The samples were selected by simple random sampling. In addition, eight key informants were purposively selected for the focus group discussion. The research instrument was a five-level rating scale questionnaire with a content validity index of 1.00 and a reliability coefficient of 0.97 The statistics used for data analysis were percentage, mean, standard deviation, and content analysis.

            The findings were as follows: 1) The implementation of internal quality assurance in educational institutions based on the Basic Education Standards under Special Education Administration Cluster 1 was found, both overall and in each aspect, to be at the highest level of practice. The aspects ranked from the highest to the lowest mean scores were as follows: learner quality, learner-centered instructional management process, and administrative and management process, respectively.  2) The guidelines for implementing internal quality assurance in educational institutions based on the Basic Education Standards are as follows: 1) Learner Quality: Learners should possess desirable characteristics in accordance with the educational institution’s goals and demonstrate appropriate abilities in reading, writing, numeracy, and communication corresponding to their grade level. 2) Administrative and Management Processes: Educational institutions should establish clear goals, vision, mission, and educational development plans that are aligned with the context and needs of the institution. And 3) Student-Centered Teaching and Learning Processes: Teachers should organize learning activities that emphasize hands-on experiences, promote analytical thinking and problem-solving skills, and enable learners to construct knowledge by themselves.