Needs Assessment for the Development of Sustainable Quality Stand Alone Primary Schools (Stand Alone)

Abstract

This study aimed to: (1) examine the current and desirable conditions for the development of Stand Alone primary schools capable of sustaining educational quality, and (2) analyze the priority needs for their development. A mixed-methods research design was employed. The sample consisted of 130 participants from Stand Alone primary schools across six regions of Thailand, including 65 school directors and 65 academic teachers. The sample size was determined using the Krejcie and Morgan table. The research instrument was a questionnaire covering the current conditions, desirable conditions, and suggested development approaches. Data were analyzed using frequency, percentage, mean, standard deviation, and the Modified Priority Needs Index (PNImodified).

The findings revealed that: (1) the overall current condition of Stand Alone primary school development was at a moderate level, whereas the overall desirable condition was at the highest level, indicating a clear gap between existing practices and expected development; and (2) the highest-priority development need was the promotion and development of learner quality, followed by the development of teachers and educational personnel, enhancement of efficiency and participation in educational management, and the development of a distinctive identity for Stand Alone schools. The creation of educational opportunities and equity, together with curriculum development and learner-centered instruction, shared the same PNImodified value of 0.28. The findings indicate that the development of Stand Alone schools should prioritize learner quality and teacher capacity, while concurrently strengthening management efficiency, stakeholder participation, and school identity in ways that are responsive to local contexts and support sustainable development.