The Guidelines for School Administration According to the National Standard for Early Childhood Development Center: A Case Study of Schools in Muang Mae Hong Son District under Mae Hong Son Primary Educational Service Area Office 1
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Abstract
This research article had three objectives as follows: 1) to examine the current conditions, the desired conditions, and the priority needs index (PNI); 2) to investigate guidelines to school administration in accordance with the National Standards for Early Childhood Development Institutions in schools located in Mueang Mae Hong Son District; and 3) to verify the validity and propreity of the proposed school administration guidelines based on the national standards. The sample consisted of 127 participants, including school administrators, heads of academic affairs, heads of early childhood education, and early childhood teachers. The target group of experts who provided information through interviews included 11 individuals from schools that served as model early childhood centers in the district or schools recognized for best practices in early childhood education, selected through purposive sampling. An additional group of 9 experts, also selected purposively, was involved in validating the accuracy and propreity of the proposed guidelines. This mixed-methods research employed a synthesis form, questionnaires, interview records, and validation checklists as research instruments. Qualitative data were analyzed through content analysis and descriptive narration, while quantitative data were analyzed using mean, percentage, standard deviation, and the priority needs index.
The research findings revealed that the overall current condition was at a high level ( = 4.27, S.D. = 0.49), while the overall desired condition was at the highest level (
= 4.96, S.D. = 0.19). The overall priority needs index was 0.175 (PNImodified = 0.175). Furthermore, the results of the validation indicated that both the overall and individual aspects were of accuracy and proproety, accounting for 100 percent.
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