Community-based student support system for improving primary education quality
Abstract
This research and development study aimed to: (1) examine current and desired conditions and priority needs for developing a community-based student support system in primary schools; (2) develop and validate the proposed model; (3) examine the effects of model implementation on teachers’ knowledge and supervisory practices; and (4) evaluate the model’s feasibility and usefulness from stakeholders’ perspectives.The study was conducted in four phases. Phase 1 involved a needs assessment with 387 stakeholders. The findings indicated moderate current conditions and high desired conditions, with systematic student data management identified as the highest priority need. Phase 2 focused on model development and expert validation. The model received high to highest ratings for accuracy and appropriateness. Phase 3 implementation with 30 teachers revealed that posttest scores were significantly higher than pretest scores at the .05 level (p < .001). Teachers’ supervisory-related behaviors were rated at the highest level, and stakeholder satisfaction was high level. Phase 4 evaluation confirmed high feasibility and usefulness. The findings demonstrate that the developed model is conceptually sound, practically feasible, and effective in strengthening community-based student support mechanisms in primary education.
Keywords
Full Text:
PDFReferences
Balfanz, R., & Byrnes, V. (2018). Chronic absenteeism: Summarizing what we know from nationally available data. Johns Hopkins University.
Child Trends. (2017). Integrated student supports: A summary of the evidence base. https://www.childtrends.org
City Connects. (2023). Integrated student support state toolkit. https://www.communitiesinschools.org/media/filer_public/af/4c/af4c9931-01f2-4186-ba7c-884db880e65c/iss_statetoolkit_final_2023.pdf
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
Datnow, A., & Hubbard, L. (2016). Teacher capacity for and beliefs about data-driven decision making: A literature review of international research. Journal of Educational Change, 17(1), 7-28.
Desimone, L. M., & Garet, M. S. (2015). Best practices in teachers’ professional development in the United States. Psychology, Society, & Education, 7(3), 252-263.
Educational Research Journal, 53(4), 937-967.
Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools (2nd ed.). Westview Press.
Epstein, J. L. (2018). School, family, and community partnerships. Routledge. https://doi.org/10.4324/9780429494673
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. University of South Florida.
Fullan, M. (2016). The new meaning of educational change (5th ed.). Teachers College Press.
Guskey, T. R. (2002). Does it make a difference? Evaluating professional development. Educational Leadership, 59(6), 45-51.
Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of Educational Administration, 49(2), 125-142. https://doi.org/10.1596/978-1-4648-1096-1
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Learning Policy Institute. (2023). Community schools: An evidence-based strategy. https://learningpolicyinstitute.org
Maier, A., Daniel, J., Oakes, J., & Lam, L. (2017). Community schools as an effective school improvement strategy. Learning Policy Institute.
Ministry of Education Thailand. (2022). Student care and support system policy guidelines. https://www.moe.go.th (in Thai)
Moore, K. A., Lantos, H., Jones, R., Schindler, A., Belford, J., & Sacks, V. (2017). Making the grade: A progress report and next steps for integrated student supports. Child Trends.
National Center for Education Evaluation. (2021). Student support services evaluation report. U.S. Department of Education. https://ies.ed.gov
OECD. (2019). Future of education and skills 2030. https://www.oecd.org/education/2030-project
OECD. (2020). Strengthening online learning when schools are closed. https://www.oecd.org
OECD. (2023). PISA 2022 results. https://www.oecd.org/pisa
Office of the Education Council. (2021). Thailand education reform report. https://www.onec.go.th
ONESQA. (2022). Annual education quality assessment report. http://www.onesqa.or.th (in Thai)
Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes. Educational Administration Quarterly, 44(5), 635-674.
Russ, E., Lie, I., & Berger, L. (2026). Building student and community engagement in schools through social work placements. Social Sciences, 15(1), 35.
Sanders, M. (2016). Leadership for collaboration. School Effectiveness and School Improvement, 27(4), 573-591.
Schildkamp, K. (2019). Data-based decision-making for school improvement. Educational Research, 61(3), 257-273.
Sergiovanni, T. J., & Starratt, R. J. (2007). Supervision: A redefinition (8th ed.). McGraw-Hill.
Srikham, O., & Chantarasombat, C. (2019). Development of student support systems in Thai schools. Journal of Education Research, 17(2), 45-60.
Sugai, G., & Horner, R. (2002). The evolution of discipline practices. Child & Family Behavior Therapy, 24(1-2), 23-50.
Swain, W., Leung-Gagné, M., Maier, A., & Rubinstein, C. (2025). Community schools impact on student outcomes. Learning Policy Institute.
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. (2017). Promoting positive youth development. Child Development, 88(4), 1156-1171.
Truwit, M. (2025). Investigating the promise of integrated student supports. Peabody Journal of Education, 100(2), 252-282.
UNESCO. (2020). Global education monitoring report 2020. https://doi.org/10.54676/IITE.GEMR.2020
UNICEF. (2021). The state of the world’s children 2021. https://www.unicef.org
Valli, L., Stefanski, A., & Jacobson, R. (2018). School-community partnerships. Urban Education, 53(7), 847-878.
Walsh, M. E., Madaus, G. F., Raczek, A. E., et al. (2016). A new model for student support. American
World Bank. (2018). World development report 2018: Learning to realize education’s promise.
World Bank. (2021). Thailand economic monitor: Education reform. https://www.worldbank.org
DOI: https://doi.org/10.53889/jgl.v6i1.848
Article Metrics
Abstract view : 6 timesPDF - 2 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2026 Urai Kangkorn, Piangkae Poophayang, Terdsak Suphundee
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.