Role of school administrators in implementing competency-based curriculum in teaching and learning management

Thailand's shift towards a competency-based curriculum faces practical challenges in implementation. This research aims to examine the roles of school administrators in driving competency-based curriculum and their influence on teacher's ability to implement it in teaching and learning management. The research employed a two-phase approach: interviews with school administrators and teachers in Bangkok on methods used in applying for said competency-based curriculum, and the quantitative part, followed by a survey collected from 112 school personnel from 4 schools in Thailand. Thematic analysis was used for phase 1, while descriptive statistics, t-test, and multiple regression were used for phase 2. The study found that school administrators' roles in leadership, teacher development, and curriculum support significantly influence teachers' ability to manage competency-based teaching, with curriculum support showing the strongest effect (β = 0.354), followed by development (β = 0.295) and leadership (β = 0.177).