EDUCATIONAL MANAGEMENT FOR SUSTAINABLE DEVELOPMENT IN SCHOOLS UNDER PATTANI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Abstract

This research aimed to 1) study the conditions, success factors, problems, and obstacles in educational management for sustainable development of schools under Pattani Primary Educational Service Area Office 1; 2) develop guidelines for educational management for sustainable development; and 3) evaluate the guidelines in terms of propriety, feasibility, and utility. A mixed methods research design was employed, conducted in three phases. The quantitative sample comprised 358 school administrators, teachers, and basic education school board members, whose sample size was determined using Yamane's formula and selected by stratified random sampling according to school size. The 25 key informants for the qualitative phase consisted of 13 in-depth interviewees selected purposively and 12 homogeneous focus group participants. The instruments were a questionnaire (with IOC values of 0.60 or higher for every item and an overall reliability coefficient of 0.95), a semi-structured in-depth interview form, and a focus group discussion form. Quantitative data were analyzed using frequency, percentage, mean, and standard deviation, while qualitative data were analyzed by content analysis.

The findings revealed that 1) the overall condition of educational management for sustainable development of schools under Pattani Primary Educational Service Area Office 1 was at the highest level. The highest mean was found in developing the competencies of learners, teachers, and administrators, followed by driving systemic change in schools, while curriculum and learning management and community participation had equal means. Key success factors included visionary administrators, teachers with an understanding of ESD, flexible curricula, and community participation, whereas the problems and obstacles included personnel limitations, inflexible curricula, insufficient resources, and the area's specific context of cultural and religious diversity. 2) The developed guidelines comprised five dimensions: integrating social and cultural contexts; developing the competencies of learners, teachers, and administrators; developing curricula and learning management; building community collaboration; and management strategy and policy-driven implementation. 3) Evaluation by 12 experts found the guidelines appropriate, feasible, and useful in all aspects, accounting for 100 percent on every indicator.