GUIDELINES FOR PROMOTING POSITIVE DISCIPLINE FOR STUDENTS IN MAE PA–MAE KASA SCHOOL GROUP UNDER THE TAK PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Abstract

This research aimed to 1) investigate the current conditions and problems of positive discipline enhancement among students, and 2) develop guidelines for enhancing positive discipline among students in the Mae Pa–Mae Kasa School Cluster under the Tak Primary Educational Service Area Office 2. The study employed a mixed-methods research design. The research participants consisted of 149 school administrators and teachers from schools in the Mae Pa–Mae Kasa School Cluster under the Tak Primary Educational Service Area Office 2, together with nine experts. The research instruments included a questionnaire and a structured interview. Data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation, while qualitative data were analyzed through content analysis.

The research findings revealed that 1) the overall level of positive discipline enhancement among students was at a high level. When ranked from the highest to the lowest mean scores, the dimensions were supervision, monitoring, evaluation, and feedback; collaborative implementation; planning for student discipline enhancement; and preparation, respectively. The major problem identified was that although schools collaboratively analyzed the overall school environment for annual operational planning, they did not specifically analyze the problems and needs related to student discipline enhancement. 2) The proposed guidelines for improvement suggested that schools should involve representatives from all stakeholders, including administrators, teachers, students, parents, and community members, in planning and decision-making processes to promote participation and shared ownership. In addition, schools should foster an open organizational culture by creating a psychologically safe environment that encourages personnel to express their opinions honestly and constructively.