SCHOOL ADMINISTRATION BASED ON THE SUFFICIENCY ECONOMY PHILOSOPHY IN CENTRAL BANGKOK SCHOOLS UNDER THE BANGKOK METROPOLITAN ADMINISTRATION

Abstract

The purposes of this research were 1) to study and compare condition of school administration based on the Sufficiency Economy Philosophy as classified by school size 3) to study guidelines for developing the school administration based on the Sufficiency Economy Philosophy in Central Bangkok Schools under the Bangkok Metropolitan Administration. The sample group was 286 school administrators and teachers. The research tool used in collecting data was the questionnaire with a reliability index of .98, using statistics, including the frequency, percentage, mean, standard deviation, and the testing statistic as F-Test (One Way Analysis of Variance). And the interview form to interview 7 experts. The data were analyzed by content analysis.

      The research findings found that: 1) the condition of school administration based on the Sufficiency Economy Philosophy, in overall, it was at "High" level. When classified by each aspect, it was found that it was at the highest level in 2 aspects: result/success, and the management of educational institutions at a high level in 3 areas: organizing learner development activities; personnel development of educational institutions; and the curriculum and learning activities respectively. The comparison of School Administration based on the Sufficiency Economy Philosophy showed that the school administration as classified by school size did not produce any differences for overall results as well as for individual aspects. 3) The guidelines for developing School Administration based on the Sufficiency Economy Philosophy were: The curriculum and learning activity management, administrators should create an educational school curriculum that incorporates in the sufficiency economy philosophy in developing an integrated learning management plan for all subject groups. There should be measurement and evaluation, supervision, monitoring, and provide a conducive environment for learning, and a variety of measuring and evaluation tools must be developed according to the actual conditions. The school staff development, the workshop should be provided for staffs from every division to understand and be aware of the application in sufficiency economy philosophy in self-development work development. There are plans and human resource development projects. Activities Management for Student Development, the school must organize activities for students, community, and public benefits by inserting the sufficiency economy philosophy, aiming to promote volunteer activities for the public, being aware of self-responsibility towards the school and society. The school management, the organizational culture and the way of life must be cultivated by formulating a policy, vision, leading to an annual action plan, and taking action. Make the most benefit of educational resources for learners, and manage human resource based on knowledge and morality. In aspects of success and the outcome, students and teachers have gained knowledge and skills of the sufficiency economy philosophy to be able to apply them correctly and appropriately into both family and community. Students become aware of the benefits of the Sufficiency Economy Philosophy and are able to further transmit.