Decoding Best Practice Administration of Early Childhood Education in Thailand

Abstract

The purposes of this research were 1) to identify the codes of best practice for administration of early childhood education in Thailand, and 2) to confirm the codes of best practice for administration of early childhood education in Thailand. The research population were 26,542 primary schools under the Office of the Basic Education Commission, which offers the preschool programs. The sample were 100 primary schools under the Office of the Basic Education Commission, which offers the preschool programs. The sample size was determined by referring to Taro Yamane’s sample size table. The three respondents from each school consisted of a school director, a head of an academic affairs, and an early childhood teacher; with the total respondents of 300. The research instruments were the opinionnaire, and questionnaire of verify the research findings. The statistics used to analyze the data were frequency, percentage, arithmetic mean, standard deviation, exploratory factor analysis, and content analysis.
The findings of this study were as follows: 1) The codes of best practice for administration of early childhood education in Thailand consisted of six factors: (1) the management of environment and learning resources, (2) school safety management, (3) The development of Personnel Potential and Creating Efficiency of School Administration, (4) systematic administration, (5) learning management support, and (6) quality development of educational development. 2) The codes of best practice for administration of early childhood education in Thailand were verified to meet with accuracy standards, propriety standards and utility standards.