The Guidelines for the School Curriculum Administration to Aparihaniyadhamma 7 in Schools of Network Pakpanang 2 under Nakhon Si Thammarat Primary Educational Service Area Office 3

Abstract

            The objectives of this research aimed to: (1) study the current state of school curriculum administration in the Pakpanang 2 School Network; (2) examine the guidelines for school curriculum administration based on the Seven Aparihaniyadhamma in the Pakpanang 2 School Network; and (3) propose and evaluate the guidelines for school curriculum administration based on the Seven Aparihaniyadhamma in the Pakpanang 2 School Network. This study employed a qualitative research methodology. In the phase of studying the current conditions, in-depth interviews were conducted with 15 key informants, including school administrators and teachers within the Pak Phanang School Network 2, using an in-depth interview protocol. In the phase of exploring the guidelines, in-depth interviews were conducted with 5 key informants, including school administrators in the network, the head of the Pak Phanang School Network 2, heads of academic affairs within the network, an educational supervisor, and a Buddhist monk with expertise in education. An in-depth interview form was used as the research instrument. In the phase of presenting the guidelines, a focus group discussion was conducted with 7 experts, including specialists from the Nakhon Si Thammarat Primary Educational Service Area Office 3, the head of the Pak Phanang School Network 2, school directors, an educational supervisor, a Buddhist monk with educational expertise, a curriculum scholar, and heads of academic affairs. A focus group discussion form and an evaluation form were used as research instruments.

            The findings were as follows: (1) Regarding the current state of school curriculum administration in the Pakpanang 2 School Network, the results showed that curriculum administration emphasized the participation of all stakeholders. This contributed to alignment with learners’ contexts and local needs and supported high-quality learning management. However, limitations were found in teachers’ expertise and available resources. Therefore, continuous teacher development and the use of technology are recommended to enhance the effectiveness of curriculum administration in a systematic manner. (2) Concerning the guidelines for school curriculum administration based on the Seven Aparihaniyadhamma in the Pakpanang 2 School Network, the findings indicated that curriculum administration was systematically implemented at every stage through the application of the Seven Aparihaniyadhamma with the participation of administrators, teachers, and the community. This resulted in unity of operation, a cooperative atmosphere, and curricula that were consistent with learners’ contexts and local needs. Moreover, the application of the Seven Aparihaniyadhamma strengthened curriculum administration and contributed to sustainable educational quality development. (3) With regard to the presentation and evaluation of the guidelines for school curriculum administration based on the Seven Aparihaniyadhamma in the Pakpanang 2 School Network, the experts unanimously agreed that the guidelines were appropriate, feasible, and useful for practical implementation in school curriculum administration, as they consisted of complete components and clearly defined processes.