การพัฒนารูปแบบการบริหารสถานศึกษาแบบมีส่วนร่วมเพื่อสร้างวัฒนธรรมความปลอดภัยจากการรังแกกัน ในโรงเรียน

Patcharapa Tantichuwet; Sumit Suwan

doi:10.56825/jehds.2026.1016636

Authors

Patcharapa Tantichuwet ภาควิชาครุศึกษา คณะศึกษาศาสตร์และพัฒนศาสตร์ มหาวิทยาลัยเกษตรศาสตร์ วิทยาเขตกําแพงแสน
Sumit Suwan Department of Human and Community Resource Development, Faculty of Educational & Development Sciences, Kasetsart University, Kamphaeng Saen Campus

DOI:

https://doi.org/10.56825/jehds.2026.1016636

Keywords:

Participatory Administration, Safety Culture, School Bullying, PSU.Witayanusorn School

Abstract

This research and development study aimed to: 1) investigate the current state of school bullying at PSU.Witayanusorn School, 2) develop, 3) implement, and 4) evaluate a participatory school administration model to create a culture of safety from bullying. The study was conducted in four phases. Phase 1 examined the bullying situation utilizing questionnaires with a convenience sample of 670 administrators, teachers, and students, analyzed via descriptive statistics. Phase 2 involved model development through focus group discussions with 3 experts, analyzed via content analysis. Phase 3 tested the model with a school community population of 1,477 and 2 interdisciplinary team members, using observation forms. Phase 4 evaluated the model through evaluation forms and focus groups with 20 key informants, analyzed using descriptive statistics and content analysis.

The findings revealed that:

Bullying occurred 1–2 times per week, with verbal bullying being most prevalent. Most respondents were bystanders who reacted by notifying others in the school, believed teachers should play the leading role in prevention, and remained uncertain about existing school policies.
The developed model emphasizes a full-cycle participatory process spanning from co-thinking and co-planning to co-celebrating success, driven by capacity building and practical training for all stakeholders.
Model implementation established systematic safety mechanisms, including integrating bullying prevention into the school's strategic plan, incorporating emergency response plans and surveillance manuals co-developed with interdisciplinary teams and psychiatrists into instructional activities, and sustainably expanding awareness to the parent network.
The evaluation confirmed the model's high appropriateness and adaptability to other school policies, under the critical condition of the administrators' instructional leadership.

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