Asia Pacific Journal of Education, Arts and Sciences, Vol. 2 No. 4, October 2015 ______________________________________________________________________________________________________________ Promoting the quality of small-sized primary schools in Northeastern Thailand through Developing a Culture-based Educational Management Model Thanida Phon-intr, Somkit Suk-erb and Atikan Suksri The Faculty of Cultural Science, Mahasarakham University, Khamriang Sub-District, Kantarawichai District, Maha Sarakham Province, 44150, Thailand [email protected] Date Received: August 17, 2015; Date Revised: September 14, 2015 Abstract – The reason for developing education meet education standards and make a positive is to develop students as high-quality individuals who contribution to society. These aims are consistent with are able to meet education standards and make a the revised National Education Plan (2009-2016), positive contribution to society. This qualitative which used the sufficiency economy philosophy of investigation aimed to 1) study the background and King Bhumibol as the basis for a set of educational history of small-sized primary schools in Isan; 2) to objectives to develop children as well-rounded human study the current conditions and problems with beings, in terms of physical health, mental health, educational management based on culture in small- spiritual devotion, intellect, values and cultural sized primary schools in Isan; and 3) to study a model awareness. The plan specifically identified three areas for developing education management on the basis of in which students should be balanced, which were culture in order to promote the quality of small-sized social values, traditional and modern knowledge and primary schools in Northeastern Thailand. Seven social harmony. Three objectives were set out for Thai schools were chosen as research areas for this students, which were development of educational investigation. Tools used for data collection were quality and standards, increase of educational survey, participant and non-participant observation, opportunities and participation by all social groups in structured and non-structured interview, focus group educational administration and management. A discussions with groups of five to seven respondents number of areas of educational management were and a workshop. Results show that there is a network identified as key for the achievement of these for developing small-sized schools in Northeastern objectives, which include: 1) development of modern Thailand and this is an important medium for pooling Thai values, 2) development of education, working resources and exchanging ideas about how to solve knowledge, motivation and ability of students, 3) administration problems in the primary education of development of teacher quality, 4) development of the the Isan region. There are four key areas and eight teacher and administrator training system, 5) components of educational administration that could development of educational institutions, 6) be identified from observation, interviews and development of school administration to be more discussions with respondents. From the outcome of standardized and transparent, and 7) development of data gathering, the research team recommends a resource management [1]. structural-functional approach to the development of The Office of the Basic Education Commission is educational management of Northeastern Thai responsible for the management of 31,821 educational primary schools. This approach consists of institutions, of which 13,915 (43.73%) are categorized consideration of parts of the administrative system, as small-sized schools. These smaller schools often the eight components, to determine the health of the experience greater problems that the larger schools whole, the quality of primary school education. due to a lack of teachers, a lack of resources and a lack of budget. Therefore, the quality of education in Keywords – Administration, culture, education, small-sized schools is generally lower than the quality management, primary, school of education in large and medium-sized schools. This is reflected in poor student quality and poor education INTRODUCTION management [2]. The reason for developing education is to develop It has been suggested that one reason for these students as high-quality individuals who are able to problems is the high cost required to run a small 61 P-ISSN 2362-8022 | E-ISSN 2362-8030 Asia Pacific Journal of Education, Arts and Sciences, Vol. 2 No. 4, October 2015 ______________________________________________________________________________________________________________ school in comparison to a large school. Additionally, three educational areas - Nakhon Ratchasima Province small schools lack the quality of administration to Primary Educational Area Number 6, Khon Kaen adequately manage public funding [3]. The ratio of Province Primary Educational Area Number 3 and teachers to students in large-sized Thai schools is Chaiyaphum Province Primary Educational Area 1:25, while in small-sized schools the ratio is 1:8. Number 1; 3) the school adopted a local primary Although the quality of education should arguably be curriculum; 4) the school placed particular emphasis higher, the collective problems with small-school on Isan culture; 5) the school was evaluated as ‘good’ administration mean that the overall quality of small- in the third round of school evaluations; 6) the school sized schools is low in comparison to larger schools. was a small-sized primary school with 120 students or There are a number of areas in which Thai schools fewer. The seven schools chosen as research areas for need to develop, most notably effective educational this investigation based on the six criteria given above administration and a child-centred teaching approach. were: These needs are nowhere more evident than in the 1. Ban Nong Jan School, Nong Wa Sub-District, Northeast of Thailand (Isan). This largest region of Bua Lai District, Nakhon Ratchasima Province Thailand is home to a varied collection of ethnic 2. Ban Keum Ma Oo School, Nong Wa Sub- groups, who are able to live together harmoniously District, Bua Lai District, Nakhon Ratchasima under the social code of heet sip song, kong sip see. Province The culture of Isan is rich, unique and vibrant. It is a 3. Ban Nong Puea School, Nong Wa Sub-District, crucial factor in the strong family ethos and Bua Lai District, Nakhon Ratchasima Province community spirit of Isan people. However, there are 4. Ban Nong Waeng Nok School, Nong Makuea problems in the area due to its comparatively low Sub-District, Pon District, Khon Kaen Province agricultural fertility in comparison to other regions of 5. Ban Baw Ta Krong Non Fai Samakee School, Thailand. Isan thus suffers from poverty, drought and Nonka Sub-Disstrict, Pon District, Khon Kaen crime. Both the positive and negative aspects of Isan Province lifestyle are reflected in the education system and, in 6. Ban Non Po School, Kon Sawan Sub-District, order to successfully and efficiently develop schools, Kon Sawan District, Chaiyaphum Province effective educational management is crucial. For these 7. Ban Prong Ko School, Ban Sok Sub-District, Kon reasons, the research team designed this investigation Sawan District, Chaiyaphum Province to develop education management on the basis of culture in order to promote the quality of small-sized The research sample was purposively selected primary schools in Northeastern Thailand. from the population of these seven schools and their surrounding communities. 63 respondents were chosen OBJECTIVES OF THE STUDY and divided into one of three groups, key informants, This investigation aimed to 1) study the casual informants and general informants. The key background and history of small-sized primary informant group was composed of nine government schools in Isan; 2) to study the current conditions and experts (three academics, three educational officers problems with educational management based on and three school directors) and six community leaders. culture in small-sized primary schools in Isan; and 3) The casual informants group was composed of six to study a model for developing education school directors, 18 school teachers and 12 school management on the basis of culture in order to councilors. The general informants group was promote the quality of small-sized primary schools in composed of six parents of students at the schools and Northeastern Thailand. six members of the local community. All respondednt provided information on the condition of anonymity. MATERIALS AND METHODS Collected data was stored in a security protected file This is a qualitative investigation conducted from on the researchers’ personal computers and used only August 2014. A set of data was collected from for the purposes of this investigation. document analysis and field study. The research area Tools used for data collection were survey, was purposively selected according to six criteria: 1) participant and non-participant observation, structured the school was in one of three Isan provinces – and non-structured interview, focus group discussions Nakhon Ratchasima Province, Khon Kaen Province with groups of five to seven respondents and a and Chaiyaphum Province; 2) the school was in one of workshop attended by three representatives of the key 62 P-ISSN 2362-8022 | E-ISSN 2362-8030 Asia Pacific Journal of Education, Arts and Sciences, Vol. 2 No. 4, October 2015 ______________________________________________________________________________________________________________