Participatory Administration Affecting the Quality of Curriculum Development in Pilot Schools Under the Education Sandbox of Chanthaburi Province

Abstract

This quantitative research aimed to: (1) examine the level of participatory school administration; (2) assess the level of school curriculum development; (3) investigate the relationship between participatory school administration and school curriculum development; and (4) develop a predictive model of participatory school administration influencing curriculum development in innovative pilot schools in Chanthaburi Province. The sample consisted of 327 teachers from pilot schools in the educational innovation area in Chanthaburi Province during the 2024 academic year. The research instrument was a questionnaire comprising two sections: Section 1 assessed participatory school administration, with a reliability coefficient of 0.89; Section 2 assessed school curriculum development, with a reliability coefficient of 0.78. Data were analyzed using percentage, mean (𝑥̅), standard deviation (S.D.), Pearson’s correlation coefficient (r), and stepwise multiple regression analysis.

            The research findings illustrated that Both participatory school administration and school curriculum development were found to be at a high level overall. Participatory school administration was significantly and positively correlated with school curriculum development at the 0.05 level. The aspects of participatory school administration that significantly influenced school curriculum development in the pilot schools were: participation in implementation, participation in decision-making, and participation in management. These variables collectively yielded a multiple correlation coefficient (R) of 0.707, indicating that they could predict 50% of the variance in school curriculum development in the educational innovation pilot schools, with statistical significance at the .05 level.