MANAGEMENT OF THE UPRIGHT SCHOOL PROJECT BASED ON THE FIVE CHARACTERISTICS IN SECONDARY SCHOOLS OF CHAINAT PROVINCE ACCORDING TO GOOD GOVERNANCE PRINCIPLES

Abstract

This research article aimed 1) to study the management of the Upright School Project according to the five characteristics of secondary schools in Chainat Province, and 2) to propose a guideline for the management of the Upright School Project according to the five characteristics of secondary schools in Chainat Province based on the principle of good governance. This research was a mixed method research with 2 steps: Step 1: The management of the Upright School Project according to the five characteristics of secondary schools in Chainat Province was a quantitative research. The samples used in the research were 220 school administrators and teachers in secondary schools in Chainat Province. The research instrument was a 2-part, 5-level rating questionnaire. Data were analyzed by finding frequency, percentage, mean, and standard deviation. Step 2: Proposing a guideline for the management of the Upright School Project according to the five characteristics of secondary schools in Chainat Province based on the principle of good governance. This was a qualitative research method, and 9 key informants were interviewed. The research instrument was a semi-structured interview form. Data were analyzed by content analysis.

The research findings were as follows: 1) Overall, the project management of the Upright School Project based on the five characteristics in secondary schools of Chainat Province was rated at a high level. When considering each aspect individually, it was found that the highest level of practice was in the aspect of honesty, followed by discipline. The aspect with the lowest level of practice was thinking process skills, which was still rated at a high level. 2) The proposed guidelines for the project management of the Upright School Project based on the five characteristics in secondary schools of Chainat Province according to good governance principle were as follows: (1) Thinking process skills: School administrators should focus on developing students' systematic thinking skills through a variety of activities, emphasizing student-centered learning, and promoting analytical, synthetic, evaluative, and critical thinking skills while simultaneously fostering moral and ethical values according to the good governance principle and the intentions of the Upright School Project. (2) Discipline: Administrators should instill moral and ethical discipline while building positive relationships and improving disciplinary measures by promoting participation, establishing clear regulations, managing transparently, emphasizing human rights and democracy, fostering responsibility, and continuously monitoring and evaluating development. (3) Honesty: Administrators should aim to create model organizations of honesty by setting a good example, raising awareness, ensuring transparency and trustworthiness based on principles of morality, transparency, the rule of law, responsibility, and disclosure of information, with mechanisms for inspection, promoting participation, integrating morality, and conducting evaluations for sustainability and cost-effectiveness. (4) Sufficiency living: Administrators should establish policies based on the rule of law to instill values of morality and resource conservation. They should analyze information, set goals, encourage participation, ensure transparency and accountability, report results, and foster a culture of frugality and shared responsibility. (5) Public-mindedness: Administrators should focus on transparently disclosing information about public-minded activities, allowing participation from all sectors in planning and implementing activities based on morality and legality, with clear mechanisms for monitoring and evaluation according to good governance principles, to build trust, promote social responsibility, and report and evaluate long-term impacts effectively.