FACTORS ASSOCIATED WITH SAFETY LITERACY AMONG SCHOOL ADMINISTRATORS IN MEDIUM-SIZED OPPORTUNITY EXPANSION SCHOOLS UNDER UBON RATCHATHANI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Abstract

The objectives of this research were to 1) examine factors associated with safety literacy among school administrators in medium-sized opportunity expansion schools under the Ubon Ratchathani Primary Educational Service Area Office 1, and 2) determine guidelines for designing a curriculum for developing core school safety teachers. This was a cross-sectional quantitative study. The sample group consisted of 41 school administrators, selected via total population sampling. Data were collected using a questionnaire with content validity (IOC = 0.89) and reliability (Cronbach’s Alpha = 0.87). Data analysis employed descriptive statistics, including frequency, percentage, mean, and standard deviation, as well as Chi-Square and Spearman’s correlation statistics to test relationships between variables.The research findings revealed that school administrators had an overall safety literacy at a high level (M = 2.65, S.D. = 0.41). Factors significantly associated with safety literacy at the .01 level were safety knowledge and understanding (X² = 22.58) and safety practice skills (X²= 29.92). Spearman’s correlation analysis indicated that safety knowledge and understanding had a moderate positive relationship with safety practice skills (r = 0.528). In contrast, personal factors, including gender, age, work experience, and accident experience, were not associated with safety literacy. Regarding guidelines for designing a development curriculum for school safety lead teachers, four key areas should be emphasized: 1) Knowledge and Skill Integration; 2) Critical Decision Making; 3) Active Learning Workshop; and 4) Standardized Curriculum Design. These findings can be applied to effectively develop a curriculum for school safety lead teachers.