The Sufficiency Economy Philosophy in School Administration Based under Prachuap Khiri Khan Primary Educational Service Area Office 1

Abstract

Abstract

This article employs the philosophy of sufficiency economy as its framework to investigate school administration within the Prachuap Khiri Khan Primary Educational Service Area Office 1, with two main objectives: (1) To evaluate the performance of school administration. (2) To conduct a comparative analysis of school administration performance. This quantitative research study involves a sample group of 317 executives and teachers. The sample size is determined using Taro Yamane's table (Yamane) through a simple random sampling method. Data is collected using questionnaires as the primary research instrument. The research findings indicate that: (1) Performance Evaluation: The evaluation of school administration performance with in Prachuap Khiri Khan Primary Educational Service Area Office 1, when assessed in the context of the sufficiency economy philosophy, consistently indicates a high level of practice. In other words, the administration of educational institutions in this area appears to align well with the sufficiency economy principles. (2) Comparative Analysis: The study conducts a comparative analysis based on the sufficiency economy philosophy and categorizes the analysis by status (executives and teachers) and school size: (a) Status Comparison (Executives and Teachers): The research suggests that there are not statistically significant differences in how executives and teachers perform in terms of adhering to the philosophy of sufficiency economy in the overall administration of educational institutions, at the 0.05 significance level. (b) This implies that both executives and teachers exhibit similar levels of alignment with the sufficiency economy principles in their administrative roles. School Size Comparison: When comparing school administration based on different sizes of schools, the research findings indicate that there are not statistically significant differences in adherence to the philosophy of sufficiency economy in school administration, at the 0.05 significance level.