A Management Model for Enhancing Morality and Ethics among Students in Provincial Kindergartens in Northeastern Thailand
Article Sidebar
Main Article Content
Abstract
The main objective of this research article was to develop a management model for enhancing morality and ethics among students in provincial kindergarten schools in Northeastern Thailand. The research was conducted in four phases: 1) studying the basic information, in which the key informants consisted of nine experts selected through purposive sampling, while the sample group for investigating the current and desired conditions included 325 school administrators and teachers selected through stratified random sampling, and the informants for identifying development guidelines were six experts selected purposively; 2) constructing the model, with nine experts as key informants selected through purposive sampling; 3) implementing the model with a target group of 50 volunteer teachers; and 4) evaluating the model, with 50 teachers purposively selected as informants. The research instruments included a questionnaire on the current condition (reliability = .91), a questionnaire on the desired condition (reliability = .92), interview forms, expert panel discussion topics, a feasibility questionnaire, a test, behavior observation forms, a questionnaire on propriety and utility, and a satisfaction questionnaire. The data were analyzed using percentage, mean, standard deviation, and the priority needs index.
The findings of the study revealed that: 1) the analysis of basic information for developing a management model to enhance morality and ethics among students in provincial kindergarten schools in Northeastern Thailand indicated that the current condition was at a moderate level, the desired condition was at the highest level, and the top-priority need was fostering a sense of public-mindedness; 2) the developed management model consisted of five components, namely principles and objectives, implementation methods, administrative mechanisms, evaluation guidelines, and conditions for success, with feasibility assessed at the highest level; 3) the trial implementation of the model showed that post-development knowledge and behavioral scores were higher than pre-development scores; and 4) the evaluation of the model indicated that both propriety and utility were at the highest level, and participants’ satisfaction was also rated at the highest level.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Views and opinions expressed in the articles published by The Journal of MCU Peace Studies, are of responsibility by such authors but not the editors and do not necessarily reflect those of the editors.
References
Akar Vural, R. et al. (2013). The Development of the “Sense of Belonging to School” Scale. Eurasian Journal of Educational Research, 53, 215-230.
Charoenwongsak, K. (2003). Image of the Future and Desired Characteristics of Thai People. Bangkok: Office of the National Education Commission.
Fleming, N. D. (2001). Teaching and Learning Styles: VARK Strategies. Christchurch, New Zeland: N.D. Fleming.
Haseesuk, S. (2022). Model of Teaching Management on the Concept of Understanding, Connecting, Develop for Banmuangkae School under the Buriram Primary Educational Service Area Office 4. Journal of Social Innovation and Mass Communication Technology, 5(2), 1-10.
Jabjit, P. (2016). Development of Secondary School Management Strategies to Support the Enhancement of Students’ Characteristics for Societal Well-Being. (Doctoral Dissertation). Chulalongkorn University. Bangkok.
Keeves P.J. (1988). Educational Research, Methodology and Measurement: An International Handbook. Oxford: Pergamon Press.
Office of Academic Studies and Educational Standards. (2009). Basic Education Core Curriculum 2008. Bangkok: Agricultural Cooperatives Association of Thailand.
Office of the Basic Education Commission. (2019). Report on the Annual Performance of the Year 2019 of the Office of the Basic Education Commission. Bangkok: Office of the Basic Education Commission.
Office of the National Education Commission. (2009). National Education Plan, Revised Edition (2009-2016). Bangkok: Office of the National Education Commission.
Olson, J.V. (1999). Pi2 Pulsations and Substorm Onsets: A Review. Journal of Geophysical Research, 104(A8), 17499-17520.
Piaget, J. (1997). Equilibration of Cognitive Structures. New York: Viking Press.
Robinson, Z. P. (2015). Are Geography Students Good “Environmental Citizens?” a Comparison between Year of Study and Over Time. Journal of Geography in Higher Education, 39 (2), 245-259.
Siha, W. et al. (2009). Factors Related to Public Consciousness of Undergraduate Students. Mahasarakham University. Journal of Behavioral Science for Development, 1(1), 170-171.
Siladet, C. (2009). Documents from the Third External Education Quality Assurance Seminar. Ratchaburi: Muban Chombueng Rajabhat University.
Srichai, K. (2022). Developing a Learning Management Model Based on the Principles of the Three Sickkhas Together with the Concept of Contemplative Education to Promote the Characteristics of Good Citizenship for Vocational Certificate Students. (Doctoral Dissertation). Mahasarakham University. Maha Sarakham.
Stolte, L. C., Isenbarger, M., & Cohen, A. K. (2016). Measuring Civic Engagement Processes and Youth Civic Empowerment in the Classroom: The CIVVICS Observation Tool. The Clearing House: A Journal of Educational Strategies, 87(1), 44-51.
Suthirat, C. (2009). 80 Innovations in Learning Management That Focus on Students. Bangkok: Danex Inter Corporation.
Teachers Council Secretariat Office. (2015). Professional Standards in Education. Bangkok: Teachers' Council of Ladprao.
Thongsuk, K. (2017). Developing a Program to Enhance Ethical Leadership of School Administrators under the Office of Basic Education Commission. (Doctoral Dissertation). Mahasarakham University. Maha Sarakham.
