School Administration Guidelines Based on the Philosophy of Sufficiency Economy under Udon Thani Primary Educational Service Area Office 2

Abstract

             The purposes of this research were to 1) study the current state, desired state, and necessity of school guideline administration based on the Philosophy of Sufficiency Economy, 2) establish guidelines for school administration according to the Philosophy of Sufficiency Economy; and 3) evaluate these guidelines for school administration based on the Philosophy of Sufficiency Economy under Udon Thani Primary Education Service Area Office 2. A mixed-methods research approach was employed, divided into three phases. Phase 1 involved studying the current state, desired state, and necessity of SEP-based school administration under the Udon Thani Primary Education Service Area Office 2, consisting of a five-part framework: 1) Educational administration, 2) Curriculum and instruction, 3) Student development activities, 4) Personnel development, and 5) Outcomes/Success. The sample consisted of 127 school administrators. A questionnaire was used as the research instrument, with reliability coefficients of 0.97 for the current state and 0.98 for the desired state. The statistical analysis included mean, standard deviation, and priority needs ranking. Phase 2 aimed to establish the guidelines for SEP-based school administration under the Udon Thani Primary Education Service Area Office 2 through semi-structured interviews with five purposively selected key informants. The data were analyzed using content analysis, and the guidelines were confirmed by the same five informants. A confirmation form was used as the instrument, and data from this phase was analyzed using percentages. Phase 3 focused on evaluating the guidelines for their appropriateness, feasibility, and utility by a group of experts.

             The research findings revealed that: 1) The current state of SEP-based school administration under the Udon Thani Primary Education Service Area Office 2 was at a high level, while the desired state was at the highest level. The most need was in educational administration, followed by curriculum and instruction, personnel development, outcomes/success, and student development activities, respectively. 2) The proposed guidelines for SEP-based school administration across all five aspects were confirmed and evaluated as applicable. 3) The expert evaluation confirmed the guidelines to be appropriate, feasible, and useful in all aspects, which were rated at the highest level.