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Development of Identity Concept for Identity Evaluation in Royal Award Granted Secondary School

Patcharee Srisuwan, Winai Damsuwan


The objective of this study to 1) determine the items of desired identity and identity strength, 2) exploring factors and 3) find relationship between desired identity and identity strength, Q-methodology was used. A sample of 25, consisting of ten students, five teachers, one principal, one subject group head, five parents, and three school board members who were the 2010 Royal Award Granted Secondary Schools judges, was used to determine identities of the Royal Award Granted Secondary School. Another sample of ten, including three students, three teachers, two principals or subject group heads, and two parents, all of whom were stake holders during period of judging the Royal Award Granted Secondary School, was used to group identity descriptions. The research findings were, there are 17 items in desired identity, associated with four factors, 1) central: members identified the importance of school. In such a way that the center of thought. 2) enduring: to represent a continuation of the success and quality 3) distinctiveness: special meaning different from the other event strategic culture or environment 4) prestige: the famous or the success of the school to make a good relationship with the community, and the success of the students. while there are 12 items in identity strength with three factors, 1) membership: as a proud member of the staff of the school. 2) loyalty: refers to the feelings or views of the people to express their loyalty to the school to practice. 3) similarity: the perspective of the people who show up to their resemblance to a school or other personnel as a member of the same school


School Identity; Desired Identity; Identity Strength; Royal Award Granted Secondary School

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