The ability to implement the teaching-learning curriculum in the primary education in Ba Chiang Charoen Suk District, Champasak Province

Curriculum Instruction capacities implementation in Bachiengchalernsouk District, Champasak Province is the most important issue that the local educational administrators have been concerning and contunueing to find out the better strategies for improving specific issues of the period of times.

Abstract

Curriculum Instruction capacities implementation in Bachiengchalernsouk District, Champasak Province is the most important issue that the local educational administrators have been concerning and contunueing to find out the better strategies for improving specific issues of the period of times. This study aimed to study the situations of instructional curriculaum implementation at primary schools in Bachiengchalernsouk District, Champasak province, to compare the principals and teachers’ perception towards the instructional capacity to influent students’ academic performance in Bachiengchalernsouk district by schools’ size, participants’ experiences and their responsibilities. And to study the participants’attitudes towards the ways for resolving the issues of learning and teaching. The study was quantitative research and  The participants of this study were principals and teachers in Primary schools in Bachiengchalernsouk in acedmic year 2022-2023 including 48 pricipals and 189 teachers by Taro Yamane and Stratified Random Sampling techniques. The research’ instrument was perception-questionnaire that developed from Hallinger (2011). The pilot study with 30 target groups in order to examine the Cronbach Alpha Reliability as result was 0.74 up. Statistic analysis was applied SPSS program to analyse percentage (%), Means ( ), standard Diviation (S.D),  t-test Independent and  f-test. The results of the study were found that the situations of instruction in Primary schools in Bachienglernsouk District, Champasak Province , majority of teachers had class about 20 hours per week, tutor class was sometimes conducted, real practicum was higher, lacked of classrooms and material supports, the school environment was medium sutability, almost of teachers teaches all of subjects, the challenge of instruction was students factor, follo academic performance achievement was medium level, technology usage for instruction was medium level,  the main challenge was financial factor, wed up infranstructure and facilities supports, students, teachers and relevance.