An Evaluation of English Teaching Reform Policy Implementation in Upper Northeast Secondary Schools of Thailand

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Wanrat Sonsit
Sawat Pothivat
Chaiya Pawabutra


The evaluation research used mixed methods research by the CIPP model. The objectives of this study were: 1) to evaluate the policy body in terms of clarity, communication, and resource allocation; 2) to evaluate school policy administration of a comprehensive project in context, input, process, product on past project and development guidelines; and 3) to extract lessons of policy implementing in schools at different performance levels in terms of similarities and differences. The quantitative samples consisted of 168 schools under the Secondary Educational Service Areas Office, Areas 19 to 23 obtained by stratified random sampling. The data were collected from 974 people using an assessment form and a development guideline of 10 experts through interviews. The obtained data were analyzed with percentages, mean, multiple regression analysis and content analysis. Multi-cases study key informants from two medium-sized schools were purposive selection from a quantitative sample. The research instrument was in-depth interviewed form. Data were analyzed with document analysis, observation, and group discussion with content analysis were used. The results of the research were as follows: 1) the English teaching reform policy was clear, able to communicate to practitioners and resources were allocated at a high level. 2) the school policy administration of context, input, and process in overall were at a high level. All factors were a high level of positive correlation with statistical significance at the .01 level. The inputs and processes were the good predictors of product. Input development should aim to develop administrators, teachers and students according to their roles with adequate budget and suitable equipment. Using PDCA quality process monitoring the work, follow-up, and summary reports should be taken in the process development and 3) the extracting lessons of the policies implementation in the outstanding and not outstanding schools were found both similarities and differences in context, inputs, processes, and outputs.


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