ปัจจัยที่ส่งผลต่อความสำเร็จในการนำหลักสูตรการป้องกันการทุจริตไปใช้ของโรงเรียนสุจริตต้นแบบ สังกัดสำนักงานคณะกรรมการการศึกษาขั้นพื้นฐาน

• Main Author: กิตติคุณกฤดากร สุขปัญญา
• Other Authors: ผัสสพรรณ ถนอมพงษ์ชาติ
• Format: Theses and Dissertations
• Language: Thai
• Published: จุฬาลงกรณ์มหาวิทยาลัย 2020
• Subjects: การศึกษา > หลักสูตร; Education > Curricula
• Online Access: https://digiverse.chula.ac.th/Info/item/dc:15938
• Institution: Chulalongkorn University

This research aimed to analyze the success factors for the Anti-Corruption Curriculum (ACC) implementation in exemplary upright schools under the Office of the Basic Education Commission (OBEC). The research population consisted of 225 exemplary upright schools under OBEC. There were 3 informants from each school including the director, assistant director of the Academic Department, and anti-corruption program teacher, resulting in the total of 675 informants. A questionnaire was used to collect the data, which were then analysed via the calculations of mean, percentage, and standard deviation as well as multiple regression analysis. The results revealed that 1) The overall performance on the supposed factors for the success in the ACC implementation was at the highest level (x̄ = 4.29). When considering each aspect, it was found that the curriculum administration aspect had the highest average, followed respectively by the teaching and learning management aspect and the aspect of support and promotion for the curriculum implementation. Regarding the curriculum administration aspect, the morality and ethics of directors were found to have the highest average, sequentially followed by the teaching schedule management and the teacher allocation. Concerning the teaching and learning management aspect, it was found that the extra-curricular activities about morality and ethics had the highest average. This was followed by the curriculum study and analysis and the preparation of learning management plans, consecutively. As for the aspect of support and promotion for the curriculum implementation, the findings revealed that the establishment of school atmosphere had the highest average, followed by the curriculum supervision and the participation of parents and communities. 2) The overall success in the ACC implementation was at the highest level (x̄ = 4.26). When considering each success aspect, the student achievement according to the course had the highest average, followed by the desirable character. In terms of the student achievement, it was found that the student knowledge and understanding had the highest average, followed by the student performance. In terms of the desirable character, it was shown that the awareness of the anti-corruption importance had the highest average, followed respectively by the civic duty conformability and social responsibility and the STRONG characteristics with corruption resistance. 3) In regard with the prediction for success in the ACC implementation, it was found that the three aspects of supposed factors together accounted for 64.9% of the variance in the implementation success (p < .001). The most important predictor was the teaching and learning management aspect, followed by the curriculum administration aspect and the aspect of support and promotion for the curriculum implementation. When considering each success aspect, all three aspects of supposed factors together accounted for 57.9% of the variance in the success in the student achievement (p < .001) and 58.8% of the variance in the success in the desirable character (p < .001).