The Study of School Readiness in Development for Thailand’s Education 4.0: Case of Trang Primary Educational Service Area Office

Abstract

The purposes of this study were 1) to assess the school readiness in development for Thailand's education 4.0, and 2) to compare the school readiness in development for Thailand's education 4.0 under the responsibility of Trang Primary Educational Service Area Office. This study was quantitative research. The sample was composed of a total of 1,150 persons who were drawn from school directors, teachers, students and parents under the responsibility of Trang Primary Educational Service Area Office. The researchers used multi-stage random sampling. The data was collected by using questionnaires. The results revealed that: 1) in overall, the school readiness in development for Thailand's education 4.0 under the responsibility of Trang Primary Educational Service Area Office was at a high level ( x̄= 3.96). When considering each aspect, it was found that the most ready aspect was the impact, followed by the input, the context, the process and the effectiveness, respectively, and 2) the comparison of the school readiness of school directors, teachers, students and parents revealed that the school directors with different genders had different opinions on the overall school readiness and on almost all aspects with statistical significance at 0.05 and 0.01 levels, excluding the effectiveness aspect. The teachers with different working experiences had different opinions on the overall school readiness, as well as on the context and the impact aspects with statistical significance at 0.05. The students with different genders had different opinions on the school readiness in effectiveness aspect, and those with different grades had different opinions on the school readiness in aspects of the context, the input, and the process with statistical significance at 0.05. Different educational service areas also showed different school readiness in overall, as well as in all aspects with statistical significance at 0.01. Furthermore, different school sizes (large, medium, and small) resulted in the school readiness in aspects of the context and the process differently with statistical significance at 0.05.