The Administration of Social Studies, Religion, Culture Learning Areas for Thailand Education 4.0 of Bandai Thepkanjana Upatam School

Abstract

The objectives of this study were: 1) to examine the administration of school curriculum in social studies, religion, culture learning areas; 2) to investigate factors affecting the administration of school curriculum in social studies, religion, culture learning areas; 3) to explore desired scenario administration of school curriculum in social studies, religion, culture learning areas for Thailand Education 4.0. The population and samples were 106 participants that included 4 school administrators, 3 teachers in social studies, religion, culture learning areas, 15 school board of committees, 35 students, 35 parents, 5 community members, and 9 committee members in academic affairs and curriculum administration. The first research instrument was questionnaire based on Google Form and the data was analysed by percentage, mean, standard deviation. The second research instrument was focus group discussion and the data was analyzed by content analysis in order to develop the guidelines for the school curriculum administration on social studies, religion, culture for Thailand Education 4.0 of Bandai Thepkanjana Upatam School. The findings showed that: 1. The circumstance of school curriculum administration in social studies, religion, culture learning areas of Bandai Thepkanjana Upatam School, in overall, was reported. 1) The curriculum administration process at school, classroom, and lesson levels were found operated at the very good level. 2) The participation of stakeholders in curriculum administration of social studies, religion, culture learning areas, in overall, was found operated at the good level. 2. The factors affecting the quality of the curriculum administration consisted of 2 aspects. 1) Promoting factors were that the school performed planning on personnel development covering administrators, teachers, and stakeholders related to curriculum implementation, deployed systematic supervision based on clearly defined year-round action planning. 2) Depromoting factors were participation of students, parents, and community in planning the school curriculum, encouragement and support on academic presentation and publication. 3. The desired future scenario of school curriculum administration comprised 2 aspects. 1) The desired future scenario on curriculum administration process involved 3 levels including school, classroom, and lesson. 2) The desired future scenario of stakeholders in school curriculum administration involved administrators, teachers, students, parents, community, school board of committee, committee members on academic affairs and curriculum administration. 4. The guidelines for school curriculum administration on social studies, religion, culture learning areas were proposed. 1) Should setup curriculum development planning to support student’s needs. 2) Should develop instructional media and equipment that meet the learning demand and content of the lesson clearly. 3) Should allocate sufficient budget and resources for teachers and personnel development, and provide instructional materials and equipment favorable to efficientlearning management. 4) Should monitor and supervise instructional activities supporting critical thinking skills, authentic learning experience, and daily life application. 5) Should perform school curriculum evaluation in search for curriculum implementation problems and resolution for future curriculum revision