Innovative Quality Management for Returning Teachers to the Classroom: Case study Banphai Pratomsuksa School

Abstract

This research aims to propose a theoretical framework for quality management in the area of innovation, specifically on the topic of “Returning Teachers to the Classroom” The research employs grounded theory methodology, with the research site being Banphai Prathomsuksa School under the jurisdiction of the Khon Kaen Primary Educational Service Area Office, District 2. The researcher developed interview guidelines as the research tool, which were reviewed by experts before their actual application. Data collection was conducted using in-depth, semi-structured interviews, along with observation and field notes. Key informants included individuals closely involved with the central phenomenon in the educational institution, selected through purposive sampling: two members of the basic education committee, three school administrators, one former school administrator, five teachers with over five years of teaching experience, two student guardians, and six students from primary 4-6, totaling 19 participants. Qualitative data analysis was performed through analytic induction, leveraging theoretical sensitivity, following a four-step process to reach theoretical conclusions.

The research findings reveal that quality management in the innovation of returning teachers to the classroom can be theoretically summarized as follows: 1) Quality management through the innovation of returning teachers to the classroom is characterized by five aspects: (1) establishing clear policies, (2) creating shared understanding, (3) fostering an appropriate environment, (4) enhancing teacher capacity through Professional Learning Communities (PLCs), and (5) cultivating a positive organizational culture. 2) Strategic management involves administrators working collaboratively with teachers to define clear policies, provide necessary resources, and implement continuous evaluation and monitoring. 3) Causal conditions stem from administrators' commitment to reducing non-classroom duties and enhancing teaching effectiveness. 4) Contextual conditions include responding to parental expectations and competition in educational quality. 5) Intervening conditions involve support from affiliated agencies and the leadership of administrators in managing and guiding change. 6) Consequential outcomes encompass benefits to students, teachers, and the institution, including improved student learning quality, enhanced teacher job satisfaction, and increased trust from parents and the community in the school.