Guidelines for School Administration to Promote a Multicultural Learning Environment in Schools under the Bangkok Metropolitan Administration, Thailand

Abstract

This study aimed to 1) identify the priority needs of school administration to promote a multicultural learning environment in schools under the Bangkok Metropolitan Administration (BMA) and 2) develop guidelines to effectively enhance this environment. This study used a mixed-methods approach. Phase 1 quantitatively assessed priority needs using a sample of 370 BMA teachers selected through multistage sampling. Data were analyzed using descriptive statistics and the Modified Priority Needs Index (PNImodified). In Phase 2, administrative guidelines were developed through semi-structured interviews with seven senior educational officials and school principals, and the interviews were analyzed using content analysis.
The results indicate that the priority needs for multicultural school administration are high. The most critical need was community engagement, followed by resource support, curriculum development, teaching and learning management and professional development. Based on these findings, the guidelines propose five core components: collaborative community engagement, learner-centered curriculum development, culturally competent professional development, freedom of learning choice, and diversity-inclusive resource support for teachers.
In conclusion, effective multicultural school administration requires a holistic approach that actively integrates community participation and tailors the curriculum to the diversity of students. For future research, exploring the application of these guidelines in different educational jurisdictions and evaluating their direct impact on student coexistence and academic achievement is recommended.