Main Article Content
The purposes of this research were: (1) to investigate the current state of social studies instructional management of teachers focusing on the alignment of the curriculum and the instructional management; (2) to study opinions of teachers and educational supervisors on social studies instructional management based on the National Basic Education Curriculum, B.E. 2551; (3)to study problems, obstacles and limitations in social studies instructional management; and (4)to propose guidelines in developing social studies instruction, and revising the curriculum in the future.
This study was a mixed-method research employing both the quantitative and qualitative research methodologies. In the quantitative research, the sample consisted of 150 teachers teaching in the Social Studies, Religion and Culture Learning Area at the compulsory education level (Prathom Suksa I to Mathayom Suksa III) in basic education schools, and educational supervisors in charge of the Learning Area under the Office of the Basic Education Commission, obtained by systematic random sampling. The employed research instruments comprised a questionnaire on teacher’s opinions and a questionnaire on educational supervisor’s opinions. Statistics for data analysis were the percentage, mean, and standard deviation. In the qualitative research, the key informants were 18 social studies teachers and educational supervisors purposively selected for in-depth interviews. The research instruments were a semi-structured interview form for teachers and a semi-structured interview form for educational supervisors. Data were analyzed using content analysis.
The research findings were as follows: (1) the current practice of teachers regarding social studies instructional management was not in accordance with the underlying concepts and expectation of social studies instruction as prescribed in the National Basic Education Curriculum, B.E. 2551, even though social studies teachers and educational supervisors had high level of comprehension in the National Basic Education Curriculum and the designing of learning units based on the Curriculum; (2) the teachers and educational supervisors agreed at the high level with the principles of standard-based curriculum which had been responsive