Recommendation For Administrative Management of Students’ Activities That Promote PRC Character The Prince Royal’s College, Chiang Mai Province

Abstract

This research aimed to: 1) study the policy proposals for the management of student activities to develop PRC Character among students at The Prince Royal’s College, Chiang Mai, and 2) evaluate the suitability and feasibility of the policy proposals for managing student activities to develop PRC Character among students at The Prince Royal’s College, Chiang Mai. This research employed a mixed-method approach, incorporating both quantitative and qualitative research. The target group for this study comprised 38 experts in education and activity management for character development. The research instruments used were: 1) group discussion records, and 2) rating scale questionnaires. The data were analyzed using descriptive statistics, including median, interquartile range, percentage, mean, and standard deviation. Content analysis was also performed based on the results of group discussions to derive proposals and outcomes for developing student activities aligned with PRC Character development.

The research findings revealed that the policy proposals for managing student activities to develop PRC Character at The Prince Royal’s College, Chiang Mai, consisted of five key areas: 1) management, with the highest suitability rating (= 4.59); 2) teaching and learning, also with the highest suitability rating (= 4.85); 3) activities for developing PRC Character, with a suitability rating of (= 4.59); 4) participation, with the highest suitability rating (= 4.88); and 5) evaluation and assessment, with a suitability rating of ( = 4.66). The policy proposals in each area included: 1) management: reviewing student activity management plans and structures in alignment with the school's 5-year vision; 2) teaching and learning processes: emphasizing alignment with the school’s core beliefs and relevant character development theories; 3) activities for developing PRC Character: promoting activities that enhance the five key character traits across all grade levels; 4) participation: encouraging involvement from all stakeholders; and 5) evaluation and assessment: setting clear measurement tools and using the results for continuous improvement.It was found that the management area had the highest level of suitability (mean= 4.81) and feasibility (mean= 4.76); the teaching and learning process had the highest level of suitability (mean= 4.79) and feasibility (mean= 4.71); activities for developing PRC Character had the highest level of suitability (mean= 4.76) and a high level of feasibility (mean= 4.50); participation had the highest level of suitability (mean= 4.95) and feasibility (mean= 4.52); and evaluation and assessment had the highest level of suitability (mean= 4.81) and feasibility (mean= 4.60).