MANAGEMENT STRATEGIES IN EARLY CHILDHOOD EDUCATION PROVISION OF INTERNATIONAL SCHOOLS IN THAILAND BASED ON THE CONCEPT OF PARTICIPATORY MANAGEMENT

Abstract

The objectives of this article were aims to 1) explore the conceptual framework regarding the components of early childhood education management, 2) examine the strengths, weaknesses, opportunities, and threats of international schools, and 3) develop strategies for managing early childhood education in international schools in Thailand based on a participatory management approach. The methodology involves a mixed-method approach with a sample group of 345 stakeholders including school administrators, board members, early childhood teachers, academic teachers, and parents. The research tools are interviews, questionnaires, and assessments with Cronbach's alpha coefficients of 0.92, 0.95, and 0.97, respectively. The data analysis includes mean, standard deviation, modified PNI index, and content analysis. The study revealed a conceptual framework comprising decision-making, implementation, benefit-sharing, and evaluation aspects. The strengths identified include systematic data management and health and learning promotion, while weaknesses relate to the schools not being learning communities. Opportunities involve systematic school management and curriculum administration, with threats to promoting children's transition to higher levels. The developed strategies encompass enhancing school management, reforming administration, promoting developmental learning, collaborating for learning transitions, engaging families and communities, and elevating schools as community learning centers.