Academic Administration Strategies of Thai Secondary Schools Based on the Public Mind Concept under the Office of the Basic Education Commission, Thailand

Abstract

Education systems must evolve to sustain moral development and civic responsibility amid rapid social and technological change. This study examined how academic management strategies based on public-mindednessedness can enhance the effectiveness of secondary schools under Thailand's Office of the Basic Education Commission (OBEC). The study used a sequential mixed methods approach and included three phases: qualitative synthesis, quantitative survey, and strategic formulation. The conceptual framework, developed through document analysis and expert review, guided two hypotheses: (H1) academic management integrated with public-mindednessedness improves institutional effectiveness, and (H2) participatory learning processes mediate the relationship between curriculum management and public-mindedness outcomes. Quantitative data from OBEC secondary schools were assessed using the modified Priority Needs Index (PNI) and the SWOT framework. The results showed that academic management and public-mindednessedness were highly valued, with media impact, self-public mind, and social interaction highlighted as significant growth targets. Results indicated that academic management and public-mindednessedness were rated at high levels, with the influence of media, self-public mind, and social interaction identified as key priorities for development. SWOT analysis generated four strategic models: SO, ST, WO, and WT, which link curriculum, learning processes, and community networks to moral and social results. The findings show that combining reflective, community-based, and value-centered learning improves cognitive and ethical competencies. The study emphasizes the importance of embedding public-mindednessedness into curriculum design, teacher development and educational policy to cultivate socially responsible citizens in the post-pandemic era.