Curriculum Management Approaches in Schools within the Nakhon Sawan Primary Educational Service Area Office, Area 2, according to Iddhipāda 4

Abstract

The objectives of this research were: 1) to study the current condition of curriculum management approaches in schools within the Nakhon sawan Primary Educational Service Area Office, Area 2; 2) to identify guidelines for curriculum management in schools within the Nakhon sawan Primary Educational Service Area Office, Area 2 according to the Four Iddhipāda Principles; and 3) to evaluate the management guidelines for school curricula in schools within the Nakhon sawan Primary Educational Service Area Office, Area 2 according to the Four Iddhipāda Principles. This study employs a mixed-methods research design, integrating quantitative and qualitative approaches. The quantitative phase involved data collection from a sample of 156 participants, comprising school administrators and heads of academic affairs from schools within the Nakhon sawan Primary Educational Service Area Office, Area 2. The sample size was determined using Krejci and Morgan’s table. The research instrument used was a questionnaire assessing the state of curriculum management in schools within the Nakhon sawan Primary Educational Service Area Office, Area 2. The content validity of the questionnaire ranged from 0.66 to 1.00, with a reliability coefficient of 0.94. The statistical methods employed for data analysis included percentage, mean, and standard deviation. The findings found that 1). The overall state of curriculum management in schools within the Nakhon sawan primary educational service area office, area 2 was found to be at a high level (=4.47, S.D.=0.64). The highest mean score was observed in the curriculum development stage, which was at the highest level (=4.53, S.D.=0.61), followed by the curriculum administration preparation stage, also at the highest level (=4.52, S.D.=0.61). The stage with the lowest mean score was the supervision, monitoring, and evaluation of curriculum implementation, which was still at a high level (=4.39, S.D.=0.72).  2). The curriculum management guidelines for schools in the Nakhon sawan Primary Educational Service Area Office, Area 2, are as follows: Firstly, in the stage of curriculum administration readiness, schools must foster awareness and preparedness in developing an information system for teachers and relevant personnel and establish a systematic information management system. Secondly, in the stage of curriculum development, schools should emphasize cultivating positive attitudes toward physical and mental health and ensuring student satisfaction with their well-being. They should also develop a curriculum that promotes students’ well-being, monitor its implementation, and assess its effectiveness. Thirdly, in the stage of curriculum implementation, schools must raise awareness among teachers and personnel about the importance of curriculum quality assurance, conduct it seriously and efficiently, and continuously monitor, inspect, and evaluate the curriculum quality assurance process. Fourthly, in the stage of supervision, monitoring, and follow-up on curriculum implementation, school administrators should recognize the importance of reporting and summarizing the supervision, monitoring, and follow-up process and ensure that these reports are prepared annually. Lastly, in the stage of curriculum evaluation, improvement, and development, school administrators should enhance teachers’ and personnel’s awareness of the importance of data obtained from supervision, monitoring, and evaluation. The evaluation results should be used for planning curriculum management improvements. And 3). The evaluation results of the curriculum management guidelines in schools within the Nakhon sawan Primary Educational Service Area Office, Area 2, according to the Four Iddhipāda Principles, revealed that, overall, the guidelines were at the highest level ( = 4.66, S.D.=0.48). The accuracy was at the highest level ( = 4.68, S.D.=0.47). The feasibility was also at the highest level (= 4.61, S.D.= 0.49). The appropriateness was at the highest level (= 4.69, S.D.= 0.47). Finally, the usefulness was at the highest level ( = 4.68, S.D.= 0.48).