THE STUDENTS CARING AND SUPPORT OPERATION SYSTEMS IN SISAKET YASOTHON SECONDARY SCHOOLS TO DEVELOPING AN EFFECTIVE SYSTEM FRAMEWORK

The purpose of this quantitative research was to assess the efficacy with which the "Students Caring & Supporting Operations System" implemented at Sisaket Yasothon Secondary Schools functioned as the foundation for an improved student caring & supporting operations system. Analysis of the data derived from the paired sample statistics, analysis of variance, and the regression analysis performed indicated that levels of implementation of student affairs administration practices, the concepts of student care & support systems, operational processes associated with the support systems used by students, the practices used in support systems for students, as well as the conditions under which schools provide education were uniformly positive across all indicators, with average scores of greater than 3.50 being assigned to all of the indicators in the four primary domains of concern or interest within the study, and reflecting a very high degree of anticipated implementation (compared to what had actually taken place). Furthermore, all indicators yielded consistently low (< 1.00) standard deviations, suggesting that teachers' responses were very homogeneous, creating stable and shared perceptions of the indicators. Because of the relatively low standard deviations, paired-sample t-test analyses revealed no statistical significance between anticipated and actual practices across most areas (indicating that what was intended in policy closely aligns with what is practiced statistically and operationally), except in student promotion, which showed a significant difference. Mentoring and coaching strategies were consistently practiced at a high level, with no notable differences between the anticipated and actual practices for each. Teacher demographic variables, including teacher age, years of service, and education level, all affected the implementation of student caring and support systems, indicating that these variables moderate the delivery of services. In addition, regression analysis revealed that mentoring is a strong predictor of caring practices in relation to student care. In contrast, coaching is influenced by multiple operational variables, none of which were statistically significant predictors of student care-related practices. Based upon the results of this study, a framework for promoting a compassionate school climate was proposed, which includes effective mentoring systems, inclusive policies for students, proactive student support systems, and open communication. This study demonstrates the necessity of effective, structured, well-aligned systems for caring for and supporting students to improve student wellness and the quality of educational services delivered to secondary students.