Guidelines for Local Curriculum Management through Community Participation in Primary Schools under the Phrae Primary Educational Service Area Office 2

Abstract

This study aimed to examine community-participatory local curriculum administration in primary schools under the Phrae Primary Educational Service Area Office 2 and to propose administrative guidelines capable of concretely enhancing educational quality. A mixed-methods design was employed, including quantitative data from 254 school administrators and teachers using a five-point rating scale questionnaire, and qualitative data from interviews with three experts in local curriculum administration. Data were analyzed using descriptive statistics and content analysis.

           Findings indicated that overall practice was high, with curriculum development and implementation rated highest, while curriculum revision and improvement were lowest. Experts emphasized systematic participation, full community engagement, and the integration of local wisdom with authentic learning resources. The results indicate that community-based curriculum administration not only enhances educational quality but also strengthens grassroots educational development through collaboration among local stakeholders, enabling more effective management and continuous improvement grounded in community participation and shared responsibility across the local context.

Keywords: Local curriculum administration, Community participation, Primary schools