A Study of Internal Quality Assurance Implementation in Lamae Wittaya School under the Secondary Educational Service Area Office Surat Thani Chumphon

Abstract

The purposes of this research were 1) to study the level of internal quality assurance implementation in the educational institution, and 2) to study guidelines for developing the internal quality assurance implementation of Lamae Wittaya School under the Secondary Educational Service Area Office, Surat Thani and Chumphon. The population used in this research consisted of 63 teachers of Lamae Wittaya School under the Secondary Educational Service Area Office, Surat Thani and Chumphon in the academic year 2025. The key informants for the interview included 3 school administrators under the Secondary Educational Service Area Office, Surat Thani and Chumphon. The research instruments comprised a 5-point Likert scale questionnaire with an Index of Item-Objective Congruence (IOC) ranging between 0.67 and 1.00, and a total reliability of 0.960, along with a semi-structured interview. Quantitative data were analyzed using percentage, mean, and standard deviation, while qualitative data were analyzed using content analysis. The research results revealed that: 1) The overall level of internal quality assurance implementation at Lamae Wittaya School under the Secondary Educational Service Area Office, Surat Thani and Chumphon, across all 5 aspects, was at the highest level. When considering each aspect individually, the aspect with the highest mean score was the utilization of evaluation results for development and the communication of educational quality, followed by the learning management process and teacher development, while the aspect with the lowest mean score was educational policy and standards. 2) The guidelines for developing the internal quality assurance implementation of Lamae Wittaya School under the Secondary Educational Service Area Office, Surat Thani and Chumphon consisted of a total of 44 guidelines. Key guidelines included that school administrators must drive policy implementation by fostering mutual understanding among all personnel and establishing operational guidelines consistent with the context of the school and community. Additionally, the administration should adhere to the PDCA quality cycle (Plan-Do-Check-Act) to ensure that planning, implementation, monitoring, and continuous improvement are carried out systematically and effectively.