A DEVELOPMENT OF INDICATORS OF EFFICIENCY BASIC EDUCATION SCHOOL CURRICULUM ADMINISTRATION IN THE UPPER NORTHERN

Abstract

This research aimed 1) to develop indicators of efficiency basic education curriculum administration in Northern region of Thailand and 2) to validate those indicators by expert panels. The research consisted of three stages; first stage: to draft working indicators and their components based the analysis of related documents as well as the interviews of stakeholders, resulting in 7 indicators covering 63 components. Second stage; to validate those indictors and components based on questionnaire data collected from 414 school teachers working at 69 pilot schools, the data were analyzed by using exploratory factor analysis, principal component analysis and orthogonal varimax rotation, resulting more 8 components and 50 indicators that collectively explain 72.40 percent of the variance. The third stage; to determine the reliability of the indicators and components based on data questionnaire collected expert panels, which included principals, teachers working at the academic department, and general teachers from 30 leading schools that achieved a good level in the national tests. The data were analyzed using a test average of one population group. The research results revealed that: 1. The indicators consisted of 16 indicators of preparing for the preparation the school curriculum, 7 indicators of adjust in leading the curriculum administration, 5 indicators of administration create the school curriculum, 7 indicators of adaptation the data accumulation the school curriculum, 5 indicators of building cooperation in the arrangement the school curriculum, 4 indicators of development cover the instruction way of the school curriculum, 3 indicators of responsible specification the school curriculum and 3 indicators of the arrangement culls budget the school curriculum management. 2. All indicators of effective school-based curriculum management were validated.