THE GUIDELINES FOR DEVELOPING A HAPPY SCHOOL UNDER THE CHAINAT PRIMARY EDUCATIONAL SERVICE AREA OFFICE.

Abstract

This research aimed to 1) study the conditions of Happy School development, 2) find the guidelines for developing Happy Schools, and 3) evaluate the approaches for developing Happy Schools. The sample was 317 school administrators and teachers under the Chai Nat Primary Educational Service Area Office. The research instrument was a questionnaire on the conditions of Happy Schools. Data were analyzed using basic statistics, including the mean and standard deviation. The guidelines for developing Happy Schools were obtained from focus group discussions with seven experts, and the information gathered was analyzed through content analysis. The research results were found as follows;

1) The overall condition of Happy Schools was at a high level (mean = 3.65, standard deviation = 0.82). When considered by aspect, the highest average score was found in creating a conducive environment for happiness (mean = 3.73, standard deviation = 0.93), followed by building healthy interpersonal relationships (mean = 3.68, standard deviation = 0.84), while the lowest average was found in maintaining a balance between work and family life (mean = 3.60, standard deviation = 0.76).

2) The guidelines for developing Happy Schools consist of six aspects: promoting physical and mental well-being, supporting continuous development, providing technology training and mentoring for career growth, fostering good relationships and open communication, maintaining a safe environment, encouraging meditation, exercise, and balanced workloads to create a happy organization

3) The evaluation results of the strategies for developing the competencies of school administrators in the digital era indicated that the overall level was at the highest level (mean = 4.81, standard deviation = 0.11). All aspects usefulness, appropriateness, accuracy, and feasibility were rated at the highest level.