Status of instructional management based on outcome-based education (OBE) in the Master of Education Program in Educational Administration, Thonburi University

Abstract

This study investigated the implementation of Outcome-Based Education (OBE) in instructional management within the Master of Education Program in Educational Administration at Thonburi University, using a quantitative research design. The population comprised graduate students enrolled in 2023 and 2024 who were actively taking courses. A total of 75 students participated, and data were collected via a structured questionnaire. Results showed that most respondents were female (69.3%) and aged 31–45 years (68%). The largest proportion were teachers under the Office of the Basic Education Commission at the primary education level (41.3%). Most had five or more years of teaching experience (50.7%), while the majority had less than three years of administrative experience at the level of subject head or department head and above (41.3%). Comparison of mean scores between students’ expectations and the current implementation of OBE-based instructional management indicated that expectations were significantly higher than actual practice in three dimensions: Outcome-Based Curriculum, Constructive Alignment learning activities, and facilities and instructional technology. No significant differences were found in Learning Outcomes Assessment Methods and Instructor Competency, indicating effective implementation in these areas.