Guidelines for Promoting Competency-based Curriculum in Extra Large Secondary Schools in Pathum Thani Province

Abstract

The purposes of this research article were 1) to study the actual situation, the desired situation, and the necessary needs for the competency-based curriculum of extra-large secondary schools in Pathum Thani Province; and 2) to present the guidelines for promoting the competency-based curriculum of extra-large secondary schools in Pathum Thani Province. This research was the descriptive research. The sample group was 132 teachers of extra-large secondary schools in Pathum Thani Province using purposive sampling. The research instruments were a 5-level rating questionnaire with a consistency index of 0.667-1 and a semi-structured interview. The main informants were 2 educational supervisors and 3 deputy directors of the educational institutions, totaling 5 people, using purposive sampling. The statistics used for data analysis were frequency, mean, standard deviation, and Priority Needs Index. The research results found that 1) the actual conditions of the promotion of the competency-based curriculum of extra-large secondary schools in Pathum Thani Province were at a high level overall and the desired conditions were at a high level as well. As for the needs to promote the competency-based curriculum of extra-large secondary schools in Pathum Thani Province, the order of the needs from highest to lowest values ​​was as follows: self-management competency (0.198), teamwork competency (0.122), high-level thinking competency (0.117), communication competency (0.072), strong citizenship competency (0.051), and sustainable coexistence with nature and science competency (0.038); 2) in terms of guidelines for promoting the competency-based curriculum of extra-large secondary schools In Pathum Thani Province, there were 6 aspects and 30 approaches, consisting of 5 approaches of self-management competence, 5 approaches of higher-order thinking competence, 5 approaches of communication competence, 5 approaches of teamwork competence, 5 approaches of strong citizenship competence, and 5 approaches of sustainable coexistence competence with nature and science.