GUIDELINES FOR DEVELOPING SCHOOL ADMINISTRATIVE STRATEGIES TO PROMOTE EARLY CHILDHOOD EDUCATION QUALITY IN THE OFFICE OF THE PRIVATE EDUCATION COMMISSION UNDER NONTHABURI PROVINCE
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Abstract
This research aimed to: (1) study the level of school administrative strategies to promote early childhood education quality in the Office of the Private Education Commission under Nonthaburi Province; and (2) propose guidelines for developing school administrative strategies to promote early childhood education quality in the Office of the Private Education Commission under Nonthaburi Province. The sample consisted of 192 administrators and teachers from schools in the Office of the Private Education Commission under Nonthaburi Province. The research instruments included questionnaires and semi-structured questionnaires. The statistics used for data analysis were frequency, percentage, mean, standard deviation, and content analysis.
The research findings can be summarized according to the research objectives as follows:
1) The results of the study on the level of school administrative strategies to promote early childhood education quality revealed that, overall, the school administrative strategies under the Office of the Private Education Commission in Nonthaburi Province were at a high level. When considering each aspect, it was found that:
(1) strategic management was at a high level; (2) teacher and educational personnel development was at a high level; (3) learner-centered instructional management was at a high level; (4) parent and community participation was at a high level; and (5) educational quality assurance was at a high level. The aspect with the highest mean score was learner-centered instructional management, while the lowest mean score was parent and community participation.
2) The guidelines for developing school administrative strategies to promote early childhood education quality indicated that the following actions should be undertaken:(1) enhancing strategic leadership of school administrators, with emphasis on participatory vision-setting and development planning; (2) continuously developing early childhood teachers’ competencies through workshops and internal supervision; (3)promoting appropriate learning experiences aligned with early childhood development, particularly through play-based learning; (4) establishing collaborative networks among schools, parents, and communities to jointly improve learner quality; and (5) strengthening internal quality assurance systems and utilizing information for administrative decision-making.
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References
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