The state and problems in Thai language instructional management of schools in highland area under Chiang Rai Educational Service Area Office 3

Abstract

The objectives of this study were 1) to investigate the state and problems in Thai language instructional management of schools in highland area under Chiang Rai Educational Service Area Office 3; and 2) to suggest model developing student’s Thai language reading and writing skills for schools in highland area under Chiang Rai Educational Service Area Office 3.

                   The interview results with school administrators and teachers in education level 1 (grade 1-3) from 33 schools in highland area under Chiang Rai Educational Service Area Office 3 regarding the state of Thai language instructional management revealed that majority of the schools lacked Thai language teachers. Among these, only 24.24% of the teachers held degree in teaching Thai language. Also, 96.96% of the schools employed instructional management model prescribed by Ministry of Education; however, the schools implemented other teaching models such as the 4-ladder skills pattern developed by Asst. Prof. Siwakarn Patoommasoot, TPR BBL, and Montessori. The majority of schoolchildren were ethnic groups. The main group was Akha and followed by Hmong, Yunnan Chinese, Tai Yai, Lahu, and Mien. The main Thai illiteracy problem was writing skills as 29.24% and reading ability problem as 28%.

                   Guidelines of development student’s Thai language reading and writing skills for schools in highland area under Chiang Rai Educational Service Area Office 3 comprised two activities: first, the workshop training teachers under Chiang Rai Educational Service Area Office 3 (focusing on only 33 schools in highland area), and second, the development of Thai language skills practice package in solution for student’s illiteracy in highland schools of Chiang Rai Province.