The Development of an Educational Management Model to Enhance Teachers' Competency and Students' Competence in Utilizing the Local Curriculum of Wat Sisuphan Municipal School, under Chiang Mai Municipality, Chiang Mai Province

Abstract

Background and Aims: The development of a school management model focuses on promoting teacher and student competencies coherently and effectively. It employs a participatory management approach and emphasizes continuous professional development for teachers. The outcomes help enhance the quality of learning and sustainable educational management. The objective of this research is to study the school management conditions at Wat Srisuphan Municipal School, under the Chiang Mai Municipality, Chiang Mai Province, with the aims to: (1) study the current school management practices that promote teacher competency and student competency, (2) develop a school management model, (3) implement the developed school management model, and (4) evaluate the effectiveness of the model in enhancing teacher and student competencies in the implementation of the local curriculum at Wat Srisuphan Municipal School, under the Chiang Mai Municipality, Chiang Mai Province.

Methodology: This research was conducted as research and development (R&D) through four phases: Phase 1 involved studying the basic information for developing an educational management model; Phase 2 focused on developing the model; Phase 3 examined the outcomes of implementing the model; and Phase 4 evaluated the developed model for enhancing teachers’ and students’ competencies in utilizing the local curriculum of Wat Sisuphan Municipal School, under Chiang Mai Municipality, Chiang Mai Province. The target groups in Phase 1 consisted of two groups: (1) school administrators, heads of academic affairs, internal supervisors, and heads of learning areas (15 participants), who provided data through focus group discussions; and (2) school administrators, heads of learning areas, and teachers (30 participants), who provided data through questionnaires. The target group in Phase 2 comprised 5 experts. The target group in Phase 3 included heads of academic affairs, heads of learning areas, teachers, and students (38 participants). The target group in Phase 4 consisted of school administrators, heads of learning areas, teachers, parents, and community members (50 participants). Data were collected using questionnaires, interviews, performance evaluation forms, and satisfaction evaluation forms. The data were analyzed using frequency, percentage, mean, standard deviation, and t-test statistics.

Results: The research findings revealed that: (1) The study of the current conditions of educational management for developing a school management model to enhance teachers’ and students’ competencies in utilizing the local curriculum of Wat Sisuphan Municipal School, under Chiang Mai Municipality, indicated that the overall opinions of teachers and students on the current situation and their needs were at the highest level (\bar{X} = 4.73). (2) The draft model of school management to enhance teachers’ and students’ competencies in utilizing the local curriculum consisted of seven components: (1) principles of the model, (2) objectives of the model, (3) implementation of the local curriculum, (4) resource management, (5) promotion of teachers’ competencies, (6) promotion of students’ competencies, and (7) measurement and evaluation. (3) The findings showed that the developed model demonstrated high effectiveness, with teachers’ competency rated at  = 4.63 and students’ competency at  = 4.79, both at the highest level of opinion. Students, parents, and the community expressed a high level of satisfaction with the model (\bar{X} = 4.65–4.70). (4) Teachers’ overall opinions regarding the management model to enhance teachers’ and students’ competencies in utilizing the local curriculum of Wat Sisuphan Municipal School were at the highest level (\bar{X} = 4.60).

Conclusion: The study revealed that teachers’ and students’ needs for utilizing the local curriculum were at the highest level. The developed school management model consisted of seven components, covering principles, objectives, curriculum implementation, resource management, and competency promotion. Evaluation results showed high effectiveness in enhancing both teacher and student competencies. Students, parents, and the community reported high satisfaction, while teachers expressed the highest level of agreement with the model.