A Model for English Program (EP) Administration of Primary School under the Office of the Basic Education Commission

Abstract

The research article consisted of the following objectives: 1) to investigate the current state, problems, and requirements of the management for the English teaching and learning project at the primary school level under the Office of the Basic Education Commission; 2) to create the model; 3) to experiment the model; and 4) to assess the model. The study was divided into four phases: 1) Phase 1 was an investigation into the the current state, problems, and requirements through interviews with 224 administrators, project leaders, and teachers from three prototype schools who were chosen by stratified sampling; 2) Phase 2 was the development of a model, with a target group of 14 experts chosen through purposive sampling; 3) Phase 3 was the experiment of a model, with a target group of 21 administrators, project leaders, and teachers of Anuban Amnat Charoen School chosen through purposive sampling; and 4) Phase 4 was the assessment of a model, with a target group of 21 administrators, project leaders, and teachers of Anuban Amnat Charoen School chosen through purposive sampling. The research tools were a questionnaire, interview form, and assessment form. The statistics used were percentage, mean, and standard deviation. The qualitative data were analyzed by using content analysis.

From the study, it is found that the management model for the English teaching and learning project at the primary school level under the Office of the Basic Education Commission consists of six components which are: 1) Objectives; 1) Principles; 3) System and Mechanism; 4) Methods; and 5) Assessment guidelines; and 6) Conditions for success. The implementation consists of four aspects as follows: 1) Educational management and administration comprising 1.1) Policy, 1.2) Academia, 1.3) Budget, 1.4) General administration, 1.5) Personnel management; 2) Curriculum, Teaching and Learning Management comprising 2.1) Implementing school curriculum, 2.2) Designing learning activity, 2.3) Learning media and sources, and 2.4) Measurement and Evaluation; 3) Teachers comprising 3.1) Teachers qualities, 3.2) Teacher development, 3.3) Teaching and learning management process of teachers; 4) Students qualities comprising 4.1) Academic achievement, 4.2) Desirable attributes of students. From assessing a model, it is found to be of propriety, feasibility and utility as the highest level.