School Safety Management of Ban Thap Wang School under Chumphon Provincial Administrative Organization

Abstract

The purposes of this research were to 1) study the level of school safety management at Ban Thap Wang School and 2) study guidelines for developing school safety management at Ban Thap Wang School under Chumphon Provincial Administrative Organization. The population used in the quantitative research consisted of 30 teachers of Ban Thap Wang School under Chumphon Provincial Administrative Organization in the 2025 academic year. The key informants for the qualitative interview included 3 school administrators under the Chumphon Primary Educational Service Area Office 2. The research instruments comprised a 5-point Likert scale questionnaire with an Index of Item-Objective Congruence (IOC) of 1.00 for all items and a total reliability of 0.939, along with a semi-structured interview. Quantitative data were analyzed using percentage, mean, and standard deviation, while qualitative data were analyzed using content analysis. The research results revealed that: 1. The overall level of school safety management at Ban Thap Wang School under Chumphon Provincial Administrative Organization across all four aspects was at a high level. When considered individually, safety from human violence had the highest mean score at the highest level, followed by safety from accidents and safety from physical and mental health impacts, while safety from rights violations had the lowest mean score respectively. 2. The guidelines for developing school safety management consisted of a total of 20 guidelines. These included cultivating digital citizenship and implementing anonymous reporting systems in collaboration with student volunteer networks to prevent human violence; elevating infrastructure safety, inspecting electrical systems every 6 months, and installing automatic circuit breakers alongside emergency drills to reduce accidents; developing rights protection channels via Line OA technology and appointing trusted teachers as rights inspectors to prevent rights violations; and establishing environmental monitoring systems for PM 2.5 using color-coded flags, creating dust-free classrooms, and developing emotional safe zones with public health networks to sustainably promote student well-being.