Development of Model for English Program Schools in the School of Bangkok Metropolitan Administration (BMA)

Abstract

This research aims to 1) study the problems of teaching management in bilingual schools under the BMA, and 2) develop a bilingual school model under the BMA. A Research and Development using qualitative data collection from 10 bilingual schools. Purposive sampling was used. It was found that: 1) In terms of curriculum, the English curriculum book is incomplete, and there is a lack of precise evaluation. 2) In terms of teaching management, the format is not diverse. No use of indicators to guide teaching. 3) There are no standards for measurement and evaluation. 4. Regarding personnel, teachers do not teach in their majors, which affects knowledge transfer. The income and welfare of foreign teachers are still insufficient. The study used 10 bilingual schools abroad with accidental sampling. The results of the drafting of the model consisted of 3 parts: Part 1, Introduction, consisting of 1) the concept of bilingual curriculum management and 2) the objectives of the model development. Part 2, Content, composed of 1) Curriculum: There must be an external expert as a consultant in the curriculum development, subject structure, long-term and hourly lesson plans, to be completed before the start of the semester. The Office of Education and school administrators must supervise the curriculum implementation. 2) Regarding teaching management, both teachers meet to prepare for teaching once a week. The administrators join to listen and give advice. Pre-/post-tests are organized every semester to plan teaching. 3) The Office of Education must have a standard learning report format for measurement and evaluation. 4) In terms of personnel, it needs to create an understanding of cultural differences when working together for Thai and foreign teachers. Continuous supervision and teacher performance evaluation should be provided, and an adequate budget should be allocated for the project. 5) Best practices: Teachers' dedication is a strength of bilingual teaching. Part 3: Conditions of the model: 1) Administrators are knowledgeable. 2) Teachers are capable of teaching and creating the curriculum. 3) People in and outside the organization work together to develop. The evaluation of the model found that overall, it is at the highest level of efficiency ( = 4.58, S.D. 0.33).