The Development of a Community-Based Participatory Administration Model (CBL) to Enhance Teachers’ Competencies in Integrating Local Wisdom and Students’ Self-Directed Learning Skills at Ban Thung Thoeng School

Abstract

This research aimed to investigate the fundamental information, develop a participatory administration model based on the community, study the implementation results, and evaluate the effectiveness of the model in enhancing teachers’ competencies in learning management integrated with local wisdom and students’ self-directed learning skills at Ban Thung Thoeng School, Thung Thoeng Subdistrict, Det Udom District, Ubon Ratchathani Province. The study employed a research and development methodology. The target group consisted of school administrators, teachers and educational personnel, members of the basic education school board, students, and parents, selected through purposive sampling. The research instruments included the administrative model and its implementation manual, an assessment form for teachers’ competencies in integrating local wisdom into learning management, an assessment form for students’ self-directed learning skills, and an evaluation form for the implementation of the model. Data were analyzed using percentage, mean, standard deviation, and content analysis.
The findings revealed that the current educational administration of the school lacked a systematic mechanism for genuine community participation. Therefore, a participatory administration model was developed to strengthen collaboration between the school and the community and to support learning management integrated with local wisdom. The developed model consisted of five components: background and principles, objectives, processes, evaluation, and success factors. The operational process included five steps: awareness and participation building, analysis of community context and local wisdom resources, participatory planning and design, community-based learning implementation, and evaluation for sustainable development. The implementation results indicated that teachers’ competencies in learning management integrated with local wisdom were at the highest level, and students’ self-directed learning skills were also at the highest level. Moreover, the overall evaluation of the model was at the highest level, demonstrating that the model effectively promoted collaboration between the school and the community and significantly enhanced the quality of student learning. The study suggests that continuous support for community and network participation in educational management should be encouraged. Additionally, the model should be
adapted and applied in other school contexts to enhance student quality and strengthen sustainable educational communities.