Primary Schools In Thailand Research Articles

Development and Implementation of a Unique, Tailored School Lunch Training Program for Teachers and their Stakeholders at Public Primary Schools in Thailand

Development and Implementation of a Unique, Tailored School Lunch Training Program for Teachers and their Stakeholders at Public Primary Schools in Thailand

Depression, Generalize Anxiety Disorder, and School Avoidance in Early School Years in Pupils with Poor Reading Ability

Background: Children with poor reading ability may be at risk of early mental health problems. Objective: To determine an association between poor reading ability and generalize anxiety, school avoidance and depression among pupils in early school years. Materials and Methods: The cross-sectional study was conducted in 1,038 pupils studying in Grade 2 in 8 primary schools in Thailand. All pupils were individually assessed in their reading abilities by the Thai Standard Reading Tests. Generalized anxiety disorder and significant school avoidance were screened by using the Thai version of the Screen for Child Anxiety Related Emotional Disorders (SCARED). Depression was screened by using the Thai version of the Short Mood and Feelings Questionnaire (SMFQ). Results: A total of 877 pupils completed the tests. The mean age was 7.0 years (SD 0.4 years). The prevalence of generalized anxiety disorder, significant school avoidance, and depression were 18.4% (95% CI 15.8 to 20.9), 32.2% (95% CI 29.1 to 35.3), and 36.0% (95% CI 32.9 to 39.2), respectively. Poor reading ability was significantly associated with school avoidance with the odds ratio of 2.2 (95% CI 1.5 to 3.3, p<0.001) and depression with the odds ratio of 1.8 (95% CI 1.2 to 2.6, p=0.005), but was not significantly associated with generalized anxiety disorder. Conclusion: Poor reading ability was associated with school avoidance and depression in early school years. Emotional problems should be screened early in those with poor reading ability. Keywords: Poor reading ability; Anxiety; Depression; School avoidance; Mental health

The Impact of Negative Transfer of Mother Tongue on Learning Chinese in Senior Primary Schools in Thailand and Teaching Strategies

Mother tongue negative transfer refers to the errors in grammar, pronunciation, semantics and other aspects that learners make due to the influence of their mother tongue when learning a new language, which has a certain impact on the learning of Chinese by Thai primary school students. This article analyzes the problem of mother tongue negative transfer in the learning of Chinese by Thai primary school students and proposes corresponding teaching strategies to help students better learn Chinese.

Effectiveness of a Whole-of-School Approach in Promoting Physical Activity for Children: Evidence From Cohort Study in Primary Schools in Thailand

Purpose: This study aims to examine the effectiveness of a whole-of-school approach by using the 4PC model (Active Policy, Active People, Active Program, Active Place, and Active Classroom) in improving physical activity and reducing sedentary behavior of school children in Thailand. Method: We employed a quasi-experimental cohort design in which the intervention group was exposed to the 4PC model and control schools performed their regular routine. We followed the same students from 10 participating schools over a 2-year academic period (2017–2019) from primary school Grades 4–6. A total of 119 of 184 students in the intervention group, and 173 of 254 students in the control group were present in all five rounds of data collection and are included in the analysis. Results: Compared to students in the control group without the 4PC exposure, students in the intervention group accumulated an additional 19–25 min of physical activity time and experienced a 31-min reduction in sedentary time. Conclusion: As a whole-of-school approach, the 4PC model was effective in increasing physical activity and reducing sedentary behavior of primary school children in Thailand.

Problems and Countermeasures of Chinese Classroom Management in Primary Schools in Thailand

Problems and Countermeasures of Chinese Classroom Management in Primary Schools in Thailand

EXPLORING SITUATIONS, NEEDS, AND GUIDELINES FOR IMPLEMENTING THE COMPETENCY-BASED CURRICULUM IN THAILAND’S PUBLIC PRIMARY SCHOOLS

This article describes the situations, needs, and guidelines for implementing a competency-based curriculum (CBC) in public primary schools. The participants were 99 school directors and 316 teachers from public primary schools in Thailand. The research design used a mixed method approach using survey questions administered to participants. The findings revealed that: 1) the overall current situations were at a high level and the desirable situations for implementing CBC in public primary schools were at the highest of levels; 2) the learner competency aspect was found to be first on the priority needs an index for implementing CBC in public primary schools, and the assessment aspect was found to be last, suggesting that schools should develop learning management and assessment to enhance learners' competency; and 3) the suitability of guidelines for implementing CBC was of a high level, with the feasibility of its implementation being at the highest level. The five components of these guidelines consisted of curriculum, teacher competency, learner competency, leaning management, and assessment. The preparation and collaboration of administrators, teachers, parents, and other stakeholders, the provision of a coaching and mentoring system, as well as the assignment of professional learning development to promote collaborative learning and continuous improvement, are essential for the success of CBC implementation. This makes it possible to use the CBC to support learners' competency and 21 st century skills development. The findings of this study are helpful in formulating national policy guidelines and strategies for effective implementation of the CBC in the future. Keywords: Competency-Based Curriculum, Situations and Needs, Implementation, Primary School DOI： https://doi.org/10.35741/issn.0258-2724.58.2.17

Development of a model for Sustainable Environmental Administration based on Sappaya Dhamma of Primary Schools in Thailand

The purpose of this research was to develop and propose a model for sustainable environmental administration based on Sappaya Dhamma of primary schools in Thailand. Mixed methods research was used for research design. In quantitative research, data was collected from 390 samples using questionnaires, and was analyzed by using descriptive statistics which were percentage statistics. frequency, mean, standard deviation. In qualitative research, data was collected by using in-depth interview with 24 key informants and focus group discussion with 9 experts, and data was analyzed by using content analysis. Results indicated that 1) environmental administration conditions in primary schools consisted of (1) physical environment within the school, (2) social environment within the school, and (3) the teaching and learning environment. Development of sustainable environmental administration based on Sappaya Dhamma of primary schools consisted of (1) Arvasa Sappaya is appropriate, these include residences or places that are comfortable and peaceful, (2) Khojara Sappaya, travel is appropriate that the place must have an orbit or a pathway to and for easily and not extremely far away, (3) Passa Sappaya, talking is appropriate such as conversation by talking about things that are beneficial to the administration. 2) A model for sustainable environmental administration based on Sappaya Dhamma of primary schools in Thailand was emphasized 3 important aspects which were: (1) Sappaya Dhamma (S), the sustainable Sangha principle is the right thing complementary help to support the administration to get good results; (2) Environmental Administration (E), it is a policy, planning, controlling, solving and improving various environments in the school to be in good condition and hygienic by implementing the project implementation guidelines, consisting of 3 areas which are (2.1) physical environment management, (2.2) social environment within the school, and (2.3) teaching and learning management; (3) School (S), the school for the development of environmental administration according to the sustainable Buddhist principles for primary school in Thailand. Therefore, S E S Model was proposed, and there should be participation between administrators, teachers, school board directors, parents, students and communities.

An Enhancement of Human Relation Integrating Buddhist Principles for Administrators of Primary Schools in Thailand

The purpose of the research article was to propose the enhancement of human relation integrating Buddhist principles for administrators of primary schools in Thailand. Mixed methods research was used for research design. Questionnaires was used for data collection from 390 administrators and teachers in primary schools. Interview form was designed for interviewing 24 key informants, including focus group discussion with 9 experts. Qualitative data was analyzed by using content analysis whereas descriptive statistics was used to analyze quantitative data analysis. Results indicated that the enhancement of human relation integrating Buddhist principles for administrators of primary schools in Thailand can be developed through 3 aspects consisting of 1) personal characteristics, 2) understanding others, and 3) working with others, and analysis results showed at a high level in all aspects. For the integrating of human relations with Buddhist principles for administrators in primary schools in Thailand composed of 1) the principles of human relations for school administrators. In communication, both formal and informal between the school administrators and teachers, students and the community in order to work together to achieve the objectives divided into 3 areas which were (1) personal characteristics, (2) understanding of others, and (3) working with other. 2) Buddhist principles used in school administration, it is the Buddhist Dhamma principle which is integrated with human relations principles, consisting of 7 things which are (1) Kalyanmittita, (2) Yonisomanasikara, (3) Gracing virtues II, (4) Honesty III, (5) Secular Theology IV, (6) Sangahavatthu IV, and (7) Sappurisadhamma VII. The guidelines for the enhancement of human relation integrating Buddhist principles for administrators of primary schools in Thailand focused on 3 aspects: 1) Principles of human relations, 2) Buddhist principles used in school administration, 3) principles of school administration. The operation enhancement can be divided into 4 aspects of the school, which were (1) academic administration, (2) budget administration, (3) human resource management, and (4) general administration. The body of knowledge from this research can be divided into 3 areas as follows: Personal characteristics by integrating Buddhist principles. In understanding others is to be able to integrate with the Buddhist principles in 3 topics which are Kanlayanamitta, Yonisomanasikara and Gracing virtues II. In working with others is able to integrate with the Buddhist principles with 2 principles which are Gharavasa Dhamma IV and Sangahavatthu IV.

Contemporary Thai Primary Schools through the Years

Amidst the various educational reforms implemented in Thai education system is a burning question of the current state of schools in the country. What has been accomplished and what is there to improve? This paper utilizes a qualitative research design in exploring the current state of Thai primary schools in Thailand. Specifically, it employs critical discourse analysis to extract relevant data from pre-service teacher’s coursebooks. Additionally, informal interviews were conducted to supplement and provide further information on the areas of school learning resources, daily routines, school activities, classroom rules, and new functions of teachers aside from teaching. Observations and responses were coded and grouped into themes. The results of the study have shown some progress along learning resources, several changes in daily routines and school activities, a more comprehensive classroom policies that include social and cultural rules, and multi-faceted functions of Thai teachers. Keywords: Pre-service teachers, School resources and daily routines, School activities, Classroom rules, Responsibilities of teachers, Thai primary schools

Beliefs and Classroom Assessment Practices of English Teachers in Primary Schools in Thailand

Beliefs and Classroom Assessment Practices of English Teachers in Primary Schools in Thailand

Relationship between perceived directors' leadership and classroom quality of primary schools in Thailand

This study explored the relationship between the perceptions of creative leadership and classroom quality of schools under the Office of Khon Kaen Primary Educational Service Area 1, Thailand. A survey design was employed to obtain 437 samples consisting of 127 directors and 310 teachers from 163 primary schools to collect information on creative leadership practices and the classroom quality level. Descriptive statistics were used to examine the perceptions of creative leadership and the classroom quality level while inferential statistics (correlation coefficient and stepwise multiple regression) were used to examine relationships between the two main variables. The findings revealed that school directors had a high level of practicing creative leadership, particularly from a positive cultural aspect. The classroom quality was found to be high too. Classroom quality was significantly related to the five aspects of creative leadership practice at a significance level of .05. The significant predictors were the vision, initiation, and management of creative leadership. These three creative leadership aspects were successfully contributing 71.3 percent of the variance towards the classroom quality level. The results contribute significantly to knowledge proposing creative leadership which can guide school directors in promoting classroom quality.

Addressing the achievement gap

PurposeDeveloping countries in many parts of the world have experienced a disturbing trend in the differential pace of economic development among urban and rural communities. These inequities have been observed in education systems in Asia, Africa, and Latin America where researchers have documented differences not only in resource allocation but also in the academic performance among students in urban and rural schools. Recently researchers have shifted their focus from examining financial and physical resources to investigating the nature and impact of differences in human resources. The purpose of this paper is to examine differences in school organization processes associated with learning-centered leadership and teacher learning among urban and rural primary schools in Thailand. Teacher trust and teacher agency were proposed as possible mediators of leadership effects on teacher learning.Design/methodology/approachThis study employed a cross-sectional survey design. The authors collected survey data from 1,011 teachers and 60 principals in 30 urban and 30 rural primary schools in Thailand. Multi-group confirmatory factor analysis, structural equation modeling, and bootstrapping were used to analyze the proposed model of leadership and teacher professional learning. More specifically, data analysis was aimed at determining the nature of relationships among the constructs in the conceptual model and whether patterns of leadership and teacher learning differed in urban and rural primary schools.FindingsThe results affirmed a model whereby school leadership exerted significant indirect effects on teacher learning in both urban and rural primary schools. Data analyses determined that the path of leadership effects moved through trust to agency and then to teacher professional learning. Thus, while the authors found a strong direct effect of leadership on teacher trust, there were only small direct effects of leadership on teacher agency and no meaningful direct effects of leadership on teacher professional learning. Thus, the research affirmed a full mediation model of leadership effects on teacher learning. Finally, the study also affirmed that the measured variables were perceived as significantly stronger in the urban schools than in the rural schools.Social implicationsThe research expands on prior research on the “achievement gap” in Thailand by demonstrating the existence of a similar “human resource gap” when comparing urban and rural school leaders and teachers. This study implies that addressing the gap in student achievement will require action aimed at building the capacity of the principals and teachers who work with the rural pupils.Originality/valueThese results suggest differences in the quality of human resources between urban and rural primary schools in Thailand. There may be potential benefit to be gained from providing training focused on “learning-centered leadership” for principals and middle level leaders, as well as expanding access to quality professional development opportunities for rural teachers.

A comparative study of teacher's opinions relating to inclusive classrooms in Indonesia and Thailand

This research compared the work and opinions of regular school teachers teaching in inclusive classrooms in Indonesia and Thailand. These teachers were drawn from schools participating in an in-service training program to enhance the capacity of students with special needs in regular classrooms. A sample of 172 teachers in primary schools in Thailand and 165 from Indonesia answered a questionnaire based on Friedmen's concept of teacher burnout. Eighty percent of the Thai teachers had bachelor's degrees, but only 1 percent were in special education, whereas 77 percent of the Indonesian teachers had bachelor's degrees and 13 percent were in special education. Teachers' opinions on four areas were investigated: inclusion, support from various parties, work environment, and exhaustion. There was no correlation between background variables and teachers' exhaustion and fulfillment. There was a correlation between the number of students in a class and a teacher's de-personalization at the .01 level. When considering social dimensions and exhaustion, there was a correlation at the .01 level. There was a correlation between self-fulfillment and exhaustion at the .01 level. There was no correlation between the organizational, psychological, structural and support dimensions, and exhaustion. In general, teachers reported that they received support from various parties. Most of them expressed positive opinions of students with special needs.

Factors Supporting an Information Technology Management : Teachers in Primary Schools in Thailand

The objectives of this research were (1) to study the authentic situation of the Information Technology Management of Teachers in Primary Schools in Thailand (2) to study the factors supporting the Information Technology Management of Teachers in Primary Schools in Thailand . 
 The sample group consisted of 165 teachers, teaching in primary schools under the office of the basic education commission (OBEC) in Thailand in 2016. By using multi-stage sampling technique. Data were collected by using questionnaire include 101 questions from 6 factors in which the questionnaires were approved content validity from experts at level of 0.95 and 0.97, respectively. The statistics were used to analyse the data as follows: mean (M), standard deviation (S.D),and Stepwise Multiple Regression Analysis. The study revealed that (1) the authentic situation of the Information Technology Management was found at “very often” level for the operation of the information technology management x ̅ = 4.09 and S.D.= 0.47 and (2) the factors that support the Information Technology Management consisting of the hardware factors and the people factor. The percentage was 28.80 and 32.70 consecutively, and shown the raw score and standard score was found from this formula Ý = 1.989 + .322(X1) + .178(X6) Ź = .363(X1) + .262(X6).

The development desire of Non-English major teachers in small rural primary schools in Thailand: Participatory action research

The purpose of this study was to explore some problems and desires of developing self-confidence in teaching English of non-English major teachers in rural small primary schools in Thailand with participatory action research. This study also aims to develop teacher’s confidence in teaching English, enhance communicative competence and to assess effectiveness of teaching English of non-English major teachers in the rural small primary schools in Thailand with participatory action research. 5-step procedure of the research included; pre-research phase, planning phase, research phase, verification and reflection phase and monitoring and evaluation phase. There were 6 methods for developing teachers this include; direct training, self-direct learning, teacher networks, coaching and mentoring, informal meeting and, and school visit. The results revealed that the operation through a semester lead the development of the 6 approaches to elevate non-English major teachers’ confidence in teaching English, and also enhance their communicative competence in order to makes teaching more effective. The results were: Non-English major teachers had self confidence in teaching at high level ; Non-English major teachers had communicative competence at a higher level , the pre-test score was 28.33% and the post-test score was 67.08%; in order to assess the effectiveness of teaching, non-English major teachers who graduated from major field finished their tasks with observations, both participatory and non-participatory research throughout the one year assessment of students’ achievement. The students’ achievement showed higher effectiveness including 2013 and 2014 English achievement. It showed that students at Ban Khok Klang School gained higher achievement approximately 3.47% with 4.41 standard deviation. Those students at Ban Lao-ngong School gained 3.72% higher than pre-test average with 1.60 standard deviation. It showed that the effectiveness of teaching was higher. All 6 approaches could be supported to elevate self-confidence for non-English major teachers in small primary schools in teaching and communicative competence, and also to improve effective teaching. Key words: Self-confidence in teaching, communicative competence, effectiveness.

A Comparative Study of the Efficiency and the Effectiveness of Primary Education Management between the Provincial Administrative Organisation and the Office of the Basic Education Commission: A Service User Satisfaction Survey

This research aims to (i) examine the effectiveness and the efficiency of primary education management with regards to the service user satisfaction within 29 primary schools in Thailand, subject under provincial administrative organization (PAO), and their counterparts, which are under the authority of the Office of the Basic Education Commission (OBEC), (ii) to conduct a comparative study concerning the effectiveness and the efficiency generated from the selected schools by specifically handpicking, from each province, one school from the PAO and two from the OBEC, amounting to the total number of 3 schools representing each province. The selected samples can be categorized into those containing similar numbers of students and the ones with certain amounts of operating unit cost (OUC), which are essentially contributing to the sum of 87 schools. The data collection was carried out by drawing samples from the students, the parents, and the members of the concerned communities. Each group comprised 812 subjects, leading to the total number of 2,436 study subjects. The gathered data is analysed using average mean and t-test. The findings indicate that the level of user satisfaction, in general, towards the primary education management of the PAO schools, which is marked as x= 4.34, is lower than those listed under the supervision of the OBEC. Such result is consistent for either cases where the sample schools contain similar students numbers ( x= 4.41) or the case where the amount of OUC is relatively equal ( x= 4.41). Upon considering and assessing each group, it was found that while the user satisfaction level, as produced from the students and the community members, did not have significant differences, on the other hand, the level of satisfaction that was generated by the parents reveals that the parents’ perception towards primary education management under the PAO authority ( x= 4.36) was placed lower than those of OBEC, which was also applicable to both cases where similar number of students were present ( x= 4.49) and where the OUC was somewhat equivalent ( x= 4.48).

The Differences of Multiple Intelligence Representation in English and Chinese Textbooks: The Case of EFL & CFL Textbooks in Thailand

So far, there have been many research achievements about foreign language textbooks which apply multiple intelligence theory, but not the contrast study of different types of foreign language textbooks. This research studies locally-designed English and Chinese textbooks in primary schools in Thailand and analyses the distribution of multiple intelligence shown in activity parts of textbooks. From contrast, we find that among textbooks used by pupils, the ones which are most spatial intelligent in activity show similarity, meanwhile, different languages types such as Chinese and English lead to discrepancy of other intelligences. This paper is made to explain the factors and then provide a reference to future multiple intelligence design of textbooks which use English and Chinese as the second language.

Teacher Development Program to Enhance Learning Competency for Small Primary Schools in Thailand

The main aim of this research is to develop a teacher development program in order to enhance learning competency, utilizing research and development process. Since teachers’ competencies have the potential impact on students’ learning, therefore teachers have to develop themselves in order to excel and augment their competencies in learning management and teacher empowerment, consequently will lead to students’ effective learning. It is essential to improve students’ learning since reformation in learning is the main core of educational reform. Factors affecting students’ learning are learning process, contents, theory and teachers’ learning management. Researchers employ five phases to collect comprehensive data. Firstly, researchers study context, problems and suggestions in teacher development. This is followed by documentary study and experts’ input. Then, researchers examine and improve the program in parallel with producing learning documents. Next, researchers develop the program assessment tools and finally implementing the developed program in 30 schools in Khon Kaen. Results reveal that majority of the teachers (83.30%) satisfied with the development process. Teachers have upgraded their knowledge, skills and competencies in learning management. Findings from supervision outcomes showed teachers’ performances are ‘very good’. Related to teachers’ assessment and feedbacks from the four aspects, namely support, promotion, syllabus analysis and organization also indicate as at high rank. Furthermore, there are at least three school projects which categorized as ‘quality’ are ‘Collaborative action for teacher professional development project’, ‘Applying cognitive load theory for instructional design project’ and ‘Show and share for learning process modification and the assessment of students’. Teachers who have witness performance, are able to promote as ‘master teacher’ because they have academic leadership and being able to contribute and assist other teachers.

The attitudes of primary schoolchildren in Northern Thailand towards their peers who are affected by HIV and AIDS

After more than a decade of the AIDS epidemic in Thailand, the number of children whose parents are living with HIV or have died from AIDS is increasing significantly and it has been reported that these children are often discriminated against by their peers. In order to better understand the current situation and to explore possible strategies to support HIV-affected children, this study examined children's attitudes towards HIV and AIDS using questionnaires and focus group discussions with children in Grades three–six in five primary schools in a northern province in Thailand. A total of 513 children (274 boys and 239 girls) answered the questionnaire and five focus groups were organised. The findings showed a strong positive correlation between children's belief that HIV could be transmitted through casual contact and their negative attitudes towards their HIV-affected peers. Most children overestimated the risk of HIV transmission through casual contact and this made their attitudes less tolerant and less supportive. After HIV prevention education (which included information on HIV transmission routes) was given in three of the study schools, the same questionnaire and focus groups were repeated and the findings showed that children's attitudes had become more supportive. These findings suggest that HIV prevention education delivered through primary schools in Thailand can be an effective way to help foster a more supportive and inclusive environment and reduce the stigma and discrimination that decrease educational access and attainment for HIV-affected schoolchildren.

Keys to success for a school-based malaria control program in primary schools in Thailand

School-based malaria control has been recognized as a new approach for the control of this disease in the Greater Mekong Subregion since 2000. We evaluated a school-based malaria control program near the western border of Thailand using a before–after intervention study. The major intervention activities included teacher training with specialized malaria teaching materials and participatory learning methods. The target population was 17 school principals, 111 teachers and 852 schoolchildren of grade 3, 4, and 5 in 17 schools. After the intervention, the teachers taught about malaria more actively than before. The teachers who could design a lesson plan on malaria increased from 30.7% to 47.7% ( p = 0.015) and the teachers who had taught about malaria increased from 71.9% to 84.3% ( p = 0.035). As a result of the program, the schoolchildren changed their behavior positively towards malaria prevention with significant difference in 6 of 7 questions. For example, the schoolchildren ‘who always took care of mosquito bites’ increased from 42.7% to 62.1% ( p < 0.001) and the schoolchildren ‘who always reported their parents or teachers when they had fever’ increased from 36.0% to 56.0% ( p < 0.001). In conclusion, the keys to a successful intervention lie in good teaching materials and a participatory approach utilizing the well-established Thailand's school health system. Beyond Thailand, school-based malaria control could be applied to other Greater Mekong Subregion countries with careful analysis of school health context in each country.