The Guidelines of an Environmental Management Conducive to Student Learning of Schools in the North Krungthon District Group under Bangkok Metropolitan Administration

Abstract

Background and Aims: An effective environmental management conducive to student learning comprises five aspects: physical environment, social environment, Academic environment, Safety environment, and Emotional and psychological environment. All of these aspects contribute to enhancing student learning. Therefore, teachers should recognize the importance of creating such environments in the classroom to foster students' potential and promote joyful learning. The objectives of this research were to 1) study an environmental management conducive to student learning of schools in the North Krungthon District Group under Bangkok Metropolitan Administration 2)compare the teachers’ opinions toward an environmental management conducive to student learning of schools in North Krungthon District Group, classified by gender, education level, work experience and school sizes, and 3) propose the guidelines for an environmental management conducive to student learning of schools in the North Krungthon District Group.

Methodology: This study employed a quantitative approach. The sample consisted of 313 teachers from schools in the North Krungthon District Group under Bangkok Metropolitan Administration, selected through stratified random sampling based on school sizes, and five school administrators for an interview. The research instruments were a questionnaire with content validity, IOC values between .67-1.00, a reliability value of .85, and a semi-structured interview form. The data were analyzed by using frequency, percentage, mean, standard deviation, t-test, One-way ANOVA, LSD, and content analysis.

Results: The results of the research were as follow 1) the management an environment conducive to student learning of schools in the North Krungthon District Group was at a high level in overall and particular aspects, ranking as follow: Physical environment, Social environment and Emotional and psychological environment but both of Academic environment and Safety environment were at the highest level 2) the opinions of teachers on environmental management conducive to student learning of schools in the North Krungthon District Group, classified by gender ang work experience, showed no significant differences, while the opinions classified by education level and school sizes were statistically significantly different at the .01 and .05 levels, and 3) the guidelines of an environmental management conducive to Student learning of schools included promoting teachers' participation in designing and developing learning environments, developing an environmental assessment system and giving importance the teachers' different opinions for an environmental management conducive to student learning.

Conclusion: An environmental management conducive to student learning in schools in the North Krungthon District Group under Bangkok Metropolitan Administration was at a high level in overall and particular aspects, ranking as follow: Physical environment, Social environment, and Emotional and psychological environment, but both the Academic environment and Safety environment were at the highest level. The Guidelines of an Environmental Management Conducive to Student Learning of Schools in the North Krungthon District Group included as follows: school administrators should encourage teachers to take a role in planning and improving the learning context, develop an environmental assessment system in teaching and learning and listen to teachers' suggestions on creating an atmosphere that promote serious learning according to the context of each educational institution.