Guidelines for Participatory Academic Management based on the Principle to the Harmony at Chumchonbanbangnod School under Nakhon Si Thammarat Primary Educational Service Area Office 4

Abstract

            This qualitative research aimed to: (1) examine the current conditions of participatory academic administration at Chumchonbanbangnod School; (2) study guidelines for participatory academic administration based on The Harmony at Chumchonbanbangnod School; and (3) present and evaluate the proposed guidelines for participatory academic administration based on The Harmony at Chumchonbanbangnod School. The research employed a qualitative methodology. Data on the current conditions were collected through in-depth interviews with 15 key informants. The study of the guidelines involved in-depth interviews with 5 key informants, while the presentation and evaluation of the guidelines were conducted through a focus group discussion with 7 experts. Data were analyzed using inductive analysis.

            The findings were as follows: (1) The current conditions of participatory academic administration at Chumchonbanbangnod School indicated areas requiring improvement, particularly in terms of limited and insufficiently comprehensive participation, constrained resources, and assessment systems that lacked consistency and alignment. These factors contributed to certain limitations in achieving academic goals to the expected level. (2) The guidelines for participatory academic administration based on The Harmony at Chumchon- banbangnod School consisted of participatory approaches in curriculum administration, learning process management, learning assessment and evaluation, educational media, innovation and technology, and educational supervision. These guidelines were integrated with The Harmony and implemented through five stages: planning, implementation, evaluation, decision-making, and benefit-sharing. (3) The results of presenting the guidelines indicated that the experts unanimously agreed that the proposed guidelines were appropriate, feasible, and beneficial. The Harmony was found to enhance a collaborative working culture, strengthen trust and unity, and contribute to clearer and more transparent academic administration, thereby supporting sustainable educational quality development.