The Guideline for School Environmental Management under Phrae Primary Educational Service Area Office 1

Abstract

          This research study aimed to 1) examine the current and desirable conditions of environmental management at the schools, and 2) explore environmental management guidelines for schools. A mixed-methods design was utilized in this study. The sample consisted of 120 participants, included 9 school administrators and 111 teachers. Additionally, 9 experts were interviewed. The research instruments included questionnaires and interviews. Data were analyzed using percentage, mean, standard deviation, the Priority Needs Index (PNI), and content analysis.

           The results showed that 1) the overall current condition was at a high level, while the desirable condition was at the highest level; and 2) environmental management guidelines in schools comprised four key aspects. Administrative management involves analyzing school contexts to establish goals, encouraging participation from all sectors, and implementing continuous evaluation systems. Teaching and learning management included the adoption of competency-based curricula, active learning approaches linked to real-life contexts, the integration of local wisdom, and the integration of technology to promote self-directed learning. Physical environment management included efficient space utilization in accordance with standards, collaboration with communities and networks, emphasis on safety and sanitation, adherence to school safety standards, and the development of natural learning resources through increased green spaces that supported students’ physical and mental development. Interpersonal interaction involved promoting participation among student councils, parents, and school committees in environmental planning, organizing regular forums for knowledge exchange and collaborative problem-solving, fostering teamwork through transparent, friendly communication, and creating safe spaces for expressing opinions to enhance motivation for collaborative learning.