Ekkarin Sungtong

The objective of this research was to propose the model of school administration based on multicultural education in the three Southern border provinces. Mix methods were used in the research process; the quantitative data collected by five-rating scale questionnaires with the reliability of .9832 from the samples consisted of primary school administrators under the jurisdiction of 9 Primary Educational Service Area Offices in the three Southern border provinces; Yala, Pattani, and Narathiwat. The sample size of factor analysis was 512 participants selected by Stratified Random Sampling. In addition, in terms of the qualitative research, the data was collected by focus group discussion with the experts and a meeting with education professionals. The research results showed that the model of school administration based on multicultural education in the three Southern border provinces consisted of 7 factors 17 aspects as follows; Factor 1 public relation with community and relative sectors consisted of three aspects; (1) the relationship of basic education committees, (2) the relationship of parents, communities and related sectors, and (3) the school provided an opportunity to create the mutual relationship. Factor 2 leadership of school administrators based on a context of multicultural education consisted of three aspects; (1) leadership to be a creator and a change giver, (2) leadership in determination, and (3) leadership in situational administration. Factor 3 learning and instructional support in multicultural context consisted of two aspects; (1) school as a supporter, and (2) teachers as a promoter and developer. Factor 4 characteristic of teachers in multicultural context consisted of two aspects; (1) the characteristic in terms of an instruction, and the characteristic of teacher in three southern border provinces. Factor 5 characteristic of school administrators in multicultural context consisted of three aspects; (1) administrator as a vision creator, (2) administrator as a problem solver, and (3) administrator as a leader toward a goal. Factor 6 school curriculum corresponding with multicultural context consisted of two aspects; (1) a procedure of curriculum development, and (2) curriculum implementation. Factor 7 school network formation in multicultural context consisted of two aspects; (1) a procedure to form the network, and (2) the network of developing partner schools.

... Representing fewer than 5% of Thai citizens, nearly 80% of Thailand's Muslim minority of 4 million lives in this region annexed in 1902.2 This group maintains a distinct identity rooted in Malay ethnicity and language and Islamic faith. ...

This article reports on the challenges facing public school leadership in southern Thailand, a region destabilized by renewal of a longstanding insurgency. Seeking to implement national educational reforms on shifting social, political and cultural terrain, educators in this region face extraordinary challenges as they reconsider and renegotiate an institutional position once perceived as secure. Focusing on two schools in one

This mixed method research aimed to examine level of operating condition, compare operating condition classified by location, amount of personnel and students, and budgets, as well as examine problems and guidelines for development Sangha College of Mahachulalongkornrajavidyalaya University. The sample of quantitative study consisted of 400 personnel of Mahachulalongkornrajavidyalaya University and key informants of qualitative study were 16 personnel of Mahachulalongkornrajavidyalaya University recruited by using a purposeful selection. Research instruments were a questionnaire and a focus group form. Statistics employed for data analysis were mean, standard deviation and F-test and qualitative data were analyzed by using inductive analysis. The findings of this study revealed as follows: 1. Overall, the operating condition of Mahachulalongkornrajavidyalaya University was found at a medium level. 2. Overall, there was no statically significant difference on the operating condition classified by location, amount of personnel and students, and budgets. 3. Problems in the development of Mahachulalongkornrajavidyalaya University included lack of research promotion and development. Besides, policies for research promotion were vague. Also, processes of budget allocation for personnel were complicated and researchers had no time to conduct a research. 4. Guidelines for the development of Mahachulalongkornrajavidyalaya University included setting clearly guidelines in accordance with policies of faculties or institutions. Budget allocation for research development should be increased by seeking from external funds and personnel should be pushed to apply research grants. In addition, research topics should fit needs of national policies so that personnel can easily apply a research grant.

This research aims to study the difficulties and establish the guidelines for experienced professional teacher training of the Faculty of Education, Price of Songkhla University (PSU). The research was divided into two phases. The sample group consisted of 74 school administrators, 212 advisors and 45 university supervisors. Contributors include a management Board of Education, 12 Executive Committee of experienced professional teacher training, 5 university supervisors and 5 school administrators. The research tools are a questionnaire, an interview, documents of the group meeting, quantitative data analysis by using percentage, mean, standard deviation the frequency and analyzing qualitative data by content analysis. The research found that executive committees have difficulties on the experienced professional teacher training of the Faculty of Education, PSU in the moderate level while the advisors, the university supervisor and the student teachers have the problems in the high level. the guidelines for experienced professional teacher training of the Faculty of Education, PSU, Pattani Campus are as follows: 1) the orientation and the delivery of teaching students. 2) The observation of the school advisors. 3) The visiting of the teaching institutions. 4) The seminar discussion between teaching and research in the classroom. 5) The after teaching seminars.