SCHOOLS STRATEGIES FOR EXCELLENT PERFORMANCE OF PRE-PRIMARY IN PATHUMTANEE PROVINCE

Abstract

The objectives of this study were to study performances, study and develop strategies for excellent performance of the pre-primary schools in Pathumtanee province. The three steps were: 1) studying school performances from documents and interviews, 2) studying performances of the pre-primary schools awarded the best practices, by utilizing interviews and observations, and 3) developing strategies by employing SWOT analysis, TOWS Matrix, and focus group interviews. The developed strategies were evaluated by the administrators of the pre-primary schools. Questionnaires were employed for this purpose. In-depth interviews on strategy implementation were carried out with the authorities in charge of monitoring the schools, the administrators and teachers of the pre-primary schools. It was found that, for the academic affairs performance, most schools employed the curriculum of the Ministry of Education.The teaching timetable emphasized activities for child development in accordance with the four domains. The student affairs were focused on moral and ethical practice activities with community participation.The personnel administration put an emphasis on recruiting teachers holding a degree in early childhood education. The administration, finance, and supply operations followed the state regulations. Most of the income was derived from the government supporting budget for individual students and from the original affiliations. The number of buildings was adequate, and maintaining cleanliness, a pleasant environment, and safety of the locations were deemed of important. Engaging students’ parents in the schools’ activities on child development was promoted. In relation to the administration and educational quality assurance, the education standards of the school were set, and the annual action plan was produced.

The information on the performances of the pre-primary schools was then employed as guidelines for interviews and observations of the excellent performances of the pre-primary schools, the royal award schools, the model pre-primary schools, the “good”/“very good” schools/centers certified by The Office for National Education Standards and Quality Assessment (ONESQA), and the “good”/“very good” schools/ centers assessed by their original affiliation. The information was then applied to develop strategies, following the research process. The 8 strategies for excellent performance were derived as follows: 1) building work and duty consciousness on good governance and promoting school identity; 2) improving the curriculum and organizing for the integrated pre-primary learning process; 3) using pro-active and up-to-date public relations methods to reach the target groups; 4) revising the rules and regulations that do not facilitate administration and management; 5) making concerned people feel confident and safe in their work environment; 6) encouraging parents to view that pre-primary education is important and engage them for educational development; 7) creating appropriate conditions in buildings and work environment for children and staff; and 8) creating the internal quality assurance culture. It was found that the strategies for excellent performance can be applied with the preprimary schools under the Basic Educational Commission Office, the local administration organizations, and the private schools under the monitor of the Office of the Private Education Commission.