THE GUIDELINES FOR SCHOOL-BASED CURRICULUM MANAGEMENT OF WORLD-CLASS STANDARD SCHOOL UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE NAN
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Abstract
The purposes of this research were to 1) study the school-based curriculum management of world-class standard schools under the Secondary Educational Service Area Office Nan, and 2) propose the guidelines for school-based curriculum management of world-class standard schools under the Secondary Educational Service Area Office Nan. The research could be divided into 2 steps: Step 1: study the school-based curriculum management, in which the sample group included school administrators and teachers in world-class standard school under the Secondary Educational Service Area Office Nan. There were total of 242 individuals, divided into 2 categories: 14 school administrators selected through targeted selection, and 228 teachers selected through random stratified sampling. The data were collected through surveys using a 5-point Likert scale and analyzed using mean values and standard deviation; Step 2: propose the guidelines for school-based curriculum management of world-class standard school. The group of information consisted of qualified individuals with experience in managing the curriculum of world-class standard schools, totally 6 people. The data were collected through interviews and analyzed using content analysis. The research findings indicated as follows 1) The overall results of the school-based curriculum management of world-class standard schools under the Secondary Educational Service Area Office Nan were at a high level. When examining the specific aspects, it was found that the area with the highest average score was planning of implementation of the school-based curriculum, while the area with the lowest average score was evaluation of the school-based curriculum. 2) The propose of the guidelines for school-based curriculum management of world-class standard school under the Secondary Educational Service Area Office Nan revealed that the curriculum management committee should consistently foster understanding of the school-based curriculum among teachers and staff. School administrators should regularly conduct classroom visits to provide guidance and support for teachers. The secondary educational service area office should allocate budgetary support for training programs to enhance the knowledge of teachers and staff, regularly visit and monitor the work performance of school administrators and prioritize curriculum development as a key policy for effective implementation.
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