Guidelines of Developing the Process of Moral School 4+6 Model in Educational Institutions under the Narathiwat Secondary Educational Service Area Office

Abstract

This mixed-method research seeks to investigate, compare and study the guidelines for developing the moral school process 4+6 Model in schools within the Narathiwat Secondary Educational Service Area Office. The quantitative phase applies a survey design with 350 participants, gathering data through a rating-scale questionnaire. Instrument quality was assessed using Index of Item Objective Congruence (IOC) with a range of 0.67 to 1.00 and reliability coefficient of 0.92. Descriptive statistics in the form of frequency, percentage, mean, and standard deviation, along with inferential statistics by employing one-way ANOVA, were employed for data analysis. In qualitative phase, focus group discussions were carried out, and content analysis using inductive approach was used to analyze data, and results were explained narratively. The results indicate that 1) The overall implementation level of the 4+6 Model Moral School Development Process in educational institutions under the Narathiwat Secondary Educational Service Area Office was found to be high. 2) A comparison of the implementation levels across different school sizes revealed statistically significant differences at the 0.05 level. Additionally, differences based on the duration of participation in the Moral School Development Project were statistically significant at the 0.01 level. 3) For the effective implementation of the 4+6 Model Moral School Process, school administrators and stakeholders must acknowledge its significance, encourage participation, and prioritize student-centered approaches. Ethical leadership among administrators is essential, as they serve as role models and catalysts for the development of Moral Schools. In an effort to ensure maximum effectiveness of the 4+6 Model Moral School Process, school administrators and stakeholders must recognize its importance, promote active participation, and prioritize student-centered approaches. Moreover, ethical administration is critical as administrators are role models and significant drivers of Moral School development.