Abstract

This research aimed to propose a management strategy for developing students’ morals in small-sized primary schools in northeast Thailand. The study used a research and development approach carried out in four phases: Phase 1 examined the current conditions, desired conditions, necessary requirements, and management approaches for small-sized primary schools in northeastern Thailand. The sample included 357 school administrators, acting school directors, and teachers, selected through semi-structured interviews. Phase 2 involved developing a management strategy to improve students’ morals in small-sized primary schools. The target group consisted of nine experts from higher education institutions and specialists in educational management and administration, chosen through purposive sampling. Phase 3 assessed the implementation of the management strategy designed to develop students’ morals in small-sized primary schools. The target group included one small-sized primary school under the Primary Educational Service Area Office, Ubon Ratchathani Zone 2, selected through purposive sampling. Phase 4 evaluated the management strategy for developing students’ morals in small-sized primary schools in northeast Thailand. The target group consisted of 21 experts and stakeholders, selected through purposive sampling. The research tools included questionnaires and strategy evaluation forms. The statistical methods used were percentages, means, standard deviations, and content analysis. The findings identified five key components of the management strategies for developing students’ morals in small-sized primary schools: 1) Vision, 2) Mission, 3) Objectives, 4) Strategies, and 5) Key Performance Indicators (KPIs). The primary strategies to promote students’ moral character in small-sized primary schools were: 1) Transformational educational management to enhance efficiency, 2) Promotion of moral-focused learning management, 3) Improving student quality through moral and ethical development for the 21st century, 4) Professional development for teachers, and 5) Building collaborative networks with stakeholders. The strategy evaluation indicated high levels of appropriateness, feasibility, and usefulness.

This work is licensed under a Creative Commons Attribution 4.0 License.