Academic journal article European Journal of Social & Behavioural Sciences, The

Teacher Professional Development for Learning Organization on Sufficiency Economy in Small Schools

Academic journal article European Journal of Social & Behavioural Sciences, The

Teacher Professional Development for Learning Organization on Sufficiency Economy in Small Schools

Article excerpt

1. Introduction: The Thai government has created a philosophy of sufficiency economy as a guideline for living and practices for all the Thai citizens based on the national development plan under the King's philosophy of sufficiency economy. The main concepts of this sufficiency economy can be defined as sufficiency means moderation and rational means reasonable which covered self-immunity for sufficient protection from impact arising from internal and external changes. In order to achieve this, an application of knowledge related to due consideration and prudence of essential is urgently needed. In particular, utilization of theories and methodologies in planning and implementation stages of administration is crucial and need to be comprehensively and carefully carried out for every step. At the same time, it is essential to strengthen the moral fiber of the nation, so that Thai people not only adhere but also foremost to principles of honesty and integrity. In addition, the life ways of patience, perseverance, diligence, wisdom and prudence are indispensable in order to create balanced life and enable to cope appropriately with critical college arising from extensive and rapid socioeconomic environmental and cultural changes in the world (National Research Committee on Economy Branch, 2003).

The Ministry of Education also accepted the King's philosophy of sufficiency economy and taken as its policy and promoted it throughout all the schools in Thailand. This is to directly applying the sufficiency economy concept into the school context for the beneficial of social community. This policy has been convinced the public to change their paradigm of living conditions that is to live under sufficiency economy philosophy. The network for exchange the experiences were also encouraging to lead to sustainable development as the end results (Sumet, 2006). The aims of the school implementation were to mobilize the sufficiency economy philosophy under educational perspective. The educational perspectives include encourage the schools and educational personnel from various levels either formal or informal education system to integrate the mentioned philosophy into their administrative work and students' development appropriately.

According to the launch of the 2008 curriculum which targeting on learners' development so that they are equipped with standard knowledge, critical thinking, desired characteristics as well as their hard skills and softskills. The curriculum also emphasized on desired characteristics corresponded to the philosophy of sufficiency economy. The Thai Ministry of Education has announced the second decade of educational reform (2000-2019) that focusing to develop: (i) quality of Thai citizen in a new era; (ii) new breed of teachers; (iii) school quality and learning resource encompassed formal, non formal and informal education system as well as being a source of lifelong learning development, and (iv) new approach for administrative management which emphasized on power distribution and the participation from parents, community, private agency and every involved sector. This is to promote an effective style of administrative management with good governance, transparent, justice and accountability. By implementing the new style of administrative management will enable to develop the change in leadership. All these functions are striving for the crucial goals that channeled to develop new generation of students to participate in ASEAN community (Office of National Education Commission, 2002).

2. Problem Statement: If the philosophy of sufficiency economy was implemented at school level, the school administrators have to pay attention on curriculum development and its implementation in the classroom. This can only be accomplished while the participation from all parties is encouraging especially the teachers' participation. Pitoon (2011) and Fullan (2006) pointed out that teachers were the key factors affecting the change in schools. …

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