The important factors of English Program administration responsive to the ASEAN community for schools in the border provinces of southern Thailand

摘要

The purpose of this research was to determine the important factors utilizing the key principles of the Input-Process-Output (IPO) framework in the administration of English Programs for schools in the border provinces of southern Thailand in response to the protocols and agenda of the ASEAN community in its education platforms. The research explored various methods that involved analysis and interpretation of the quantitative and qualitative data obtained from the prepared 5-point rating scale questionnaire, interviews, and observation, target group discussion, and consultation with experts. The respondents selected as the sample group were English Program administrators, teachers, students, and parents from 5 selected English Program schools in the border provinces of southern Thailand for the academic 2013 year. Based on results gathered from both qualitative and quantitative methods, the important factors under the concept of the IPO framework consisted of 21 factors: Support-resource input consisted of 3 factors: integrating the curriculum with ASEAN community content, using technology as an effective teaching aid, and maximizing various learning resources. Personnel-resource input contained 2 factors: having a school director with a strong vision and understanding of bilingual education, and investing in qualified and professional teachers. School-management process highlighted 8 key factors: management structure, policy/vision, community involvement, school-networks, utilization of modern technology and classroom management for self-access learning, staff development, cultivation of the culture of research in the academy and student-centered activities that promote competence and quality assurance. Learning-management process consisted of 3 factors: learning patterns in the use of English and Thai as media of instruction, learning-management style, and measurement and evaluation. Output or educational quality entailed 5 determinants: learning achievement, attainment of the desirable characteristics of the learners, educational roles in society and culture, achievement of English skills among target groups in aspects of communication and research, and knowledge of the ASEAN community.