Abstract
This qualitative study aimed to identify challenges of educators faced with education reform and violent unrest that has taken place in five Southern provinces of Thailand, as well as leadership characteristics that emerged in this context. Participants were 21 educators from primary schools in Pattani, Yala, Narathiwat, Songkhla and Satun provinces. A purposeful selection was employed for participant recruitment of the study. Data collection methods were semi-structured interviews and related official document analysis. The study revealed that challenges of educators related to education reform were managing curriculum, increasing students’ reading competency, coping with work overloads, and managing limited budgets. Challenges related to social unrest were dealing with instructional management, coping with feelings, and ensuring safety. Leadership characteristics that emerged in response to these challenges were becoming patient, dedicated, and adaptive; guiding changes in instructional methods; and building collaborations with related stakeholders.
Highlights
In many countries, education reform is defined as a national agenda that aims to develop an educated population
This qualitative study aimed to identify challenges of educators faced with education reform and violent unrest that has taken place in five Southern provinces of Thailand, as well as leadership characteristics that emerged in this context
The study revealed that challenges of educators related to education reform were managing curriculum, increasing students’ reading competency, coping with work overloads, and managing limited budgets
Summary
Education reform is defined as a national agenda that aims to develop an educated population. The driving motivation of education reform in Thailand has been specific in its frame and concept down to the level of concrete practices, because the New Constitution of 1997 focused on human rights to receive an equal education. This concept was in the National Education Act of 1999 (Revised 2002) which focused on the direction of developing quality of education, human, educational management as well as media and technology to promote education. After the official announcement over the country, various stakeholders who were involved in education reform, such as teachers www.ccsenet.org/ass
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