The Competency of Curriculum Management of Curriculum Administrators Influencing the Quality of Curriculum Administration in the Bachelor of Nursing Science Program, Faculty of Nursing, Praboromarajchanok Institute
Abstract
This predictive research aimed to examine: (1) the level of curriculum management competency among curriculum administrators, (2) the quality level of curriculum administration, and (3) the curriculum management competency factors that influence the quality of curriculum administration in the Bachelor of Nursing Science program at the Faculty of Nursing, Praboromarajchanok Institute. The sample consisted of 108 curriculum administrators from 30 nursing colleges under the Faculty of Nursing, selected through simple random sampling. The research instruments included questionnaires addressing personal information, curriculum management competency, and curriculum administration quality. The content validity index (CVI) ranged from 0.67 to 1.00. The reliability of the curriculum management competency questionnaire across six dimensions was assessed using Cronbach’s alpha, with coefficients of .87, .88, .84, .93, .94, and .90, respectively. Data were analyzed using descriptive statistics and stepwise multiple regression analysis. Research findings revealed that:
1. The overall level of curriculum management competency among curriculum administrators was very high (M = 4.22, SD = 0.39). The highest-scoring competency was internal quality assurance at the curriculum level (M = 4.41, SD = 0.49), followed by curriculum development (M = 4.30, SD = 0.43). The lowest-scoring aspect was the use of information and communication technology (M = 4.08, SD = 0.55)
2. The overall quality level of curriculum administration was high (M = 3.92, SD = 0.13). The highest-rated dimension was graduates (M = 4.58, SD = 0.30), followed by faculty members (M = 4.06, SD = 0.28), while the lowest-rated was students (M = 3.50, SD = 0.67).
3. The curriculum management competencies that significantly influenced the quality of curriculum administration included: 1) Curriculum development(Beta = .305, t = 5.552), 2) Instructional supervision (Beta = .285, t = 3.048), and (3) Learning management (Beta = .227, t = 2.393). These three variables collectively explained 20.2% of the variance in curriculum administration quality (R² = .202, p-value < .05).
It is recommended that the Faculty of Nursing, Praboromarajchanok Institute, prioritize and systematically promote the development of curriculum management competencies among curriculum administrators—particularly in the areas of curriculum development, instructional supervision, and learning management—to enhance the overall quality of curriculum administration.
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