A STUDY ON THE STRATEGIC MANAGEMENT PROCESSES OF CHRISTIAN SCHOOLS IN THAILAND

 

Charles Mazzrillo, Pojanee Mangkang & Annop Phothisuk

Saint Teresa International University, Nakhon Nayok, 26120 Thailand

Introduction

Statement of the problem

 International Christian schools in Thailand often hire staff from various countries, bringing diverse cultural backgrounds and experiences. Many of these employees are unfamiliar with the Thai language and culture, which can pose integration challenges. Moreover, the transient nature of expatriates contributes to high turnover rates among administrators, teachers, and staff (Hiltibran, 2020). High teacher turnover can stem from multiple factors, including inadequate financial benefits, limited teaching resources, insufficient recognition, and excessive work hours. A lack of a supportive work environment, trust, and respect from supervisors and administrators can further exacerbate the problem. High turnover negatively impacts schools, as “schools with a high teacher turnover have a hard time developing and implementing effective curricula and also make it hard for their staff to maintain good working relationships” (Elizabeth & Katzer, 2023). Along with the challenges listed above, Christian schools in Thailand face additional problems. Firstly, as they draw from Jesus Christ as their primary source of wisdom and knowledge to teach their students, they are confronted by spiritual warfare. This warfare is spoken of in Ephesians 6:12, 13 - “For we do not wrestle against flesh and blood, but against the rulers, against the authorities, against the cosmic powers over this present darkness, against the spiritual forces of evil in the heavenly places. Therefore, take up the whole armor of God that you may be able to withstand in the evil day, and having done all, to stand firm” (ESV, 2001).

Objectives

This study aimed to address three objectives:

1. Examine the strategic management processes implemented by Christian schools in Thailand.

2. Identify common themes, challenges, and best practices of Christian schools in Thailand.

 3. Propose appropriate guidelines for the strategic management processes of Christian schools in Thailand.

Research methodology

This qualitative research draws upon current articles, as well as an online survey and interview with twelve Christian school leaders working in Thailand to answer the following three objectives: 1) to study the strategic management processes performed by Christian schools in Thailand, 2) to verify common themes, challenges, and best practices of Christian schools in Thailand, and 3) to propose appropriate guidelines for the strategic management processes of Christian schools in Thailand.

Study site

The twelve Christian school administrators who took part in this study, worked in schools located in the Greater Bangkok Region, such as the districts of Nonthaburi, Pracha Uthit, Bang Na, Suan Luang and also the northern cities of Chiang Mai and Chiang Rai. Four respondents worked in Nonthaburi.

Sample size/Sampling technique

The sampling size for this research is twelve Christian school administrators who were purposely selected from schools holding Protestant backgrounds and beliefs. They were also chosen for possessing knowledge of their school’s strategic management processes. The first online pre-interview survey and interview was conducted on September 25, 2022, and the last one was on January 12, 2023. At that time, Thailand was experiencing the COVID 19 pandemic.

Verification procedures for survey and interview questions

1.Craft questions based on the literature review of the strategic management process. 2. Conduct an interview with my advisor and co-advisor. 3. Three experts approved the questions to check the validity of the interview questions. 4. Email participation letters to possible respondents. 5. Email the online survey to the respondents. (Most came back in one to two weeks). 6. Interview each respondent.

Validity and reliability of research instruments

For validity, the interview questions were verified by 3 experts using Item Objective Congruence (IOC) which was based on the score ranging from -1 to +1 where congruent = +1, questionable = 0 and incongruent = -1. The total IOC for the pre-interview and the interview questions was 0.67 to 1.00. This confirmed the reliability of the data by the triangulation method.

 Research instrument #1 Online Pre-interview Survey An online pre-interview survey was emailed to the twelve Christian school leaders, who were also called “Respondents.” (In the data R1, R2, R3, etcetera, refers to Respondents). This survey contained twenty short- answer questions. It was used to gather a general understanding of their leadership practices and their school’s strategic planning processes. The online survey questions sought data on such topics as:

1. The respondents' schools' vision, mission, goals and objectives.

2. The respondents’ education level and style of leadership they exude upon their staff.

3. Their school’s strategic planning processes.

4. Rating groups that pose the least and greatest challenges.

 5. The importance of Christian leaders and teachers in their school.

6. How the Bible is presented in their school’s curriculum.

7. The ability to share about Jesus in their school. Aside from gathering general information, the pre-interview survey results were also used by the researcher to help elicit specific information for the interview to follow.

Research instrument #2 Interview

An interview was conducted after each of the twelve respondents returned the pre-interview survey. The interviews of nine respondents were performed through online Zoom meetings, while three were conducted in person. The interview consisted of fourteen open-ended questions. The interview questions sought data on such topics as:

1. What skill, or skillet, has been most beneficial in their role as leaders?

2. Who created their school's VGMOs?

3. How does their school promote the spiritual health of their staff?

4. How does their school implement Faith-Learning Integration?

5. How does their school preserve their Christian school values?

 6. How can schools work together to better promote the Kingdom of God?

In order to gain a deeper understanding of the respondents’ strategic management processes, these questions were open-ended, so they were given more opportunity to elaborate on their responses given in the pre-interview survey.

Results

The following are answers to the three objectives based on the literature review, online survey and interview, focused on the strategic management processes of Christian schools in Thailand: Research objective No 1.

The strategic management processes performed by Christian schools in Thailand, found five key highlights:

1.     Vision and foundation

In the process of starting a Christian school in Thailand, the initial step emphasizes the importance of receiving a vision from God. Recognizing that such a vision is essential for intellectual and spiritual development for the Kingdom of God. Drawing on Proverbs 29:18, underscores the significance of having a vision to guide the school's mission. The subsequent steps involve forming an administrative leadership team, establishing relationships with local officials and educators, determining the school's organizational structure and financial needs, seeking financial support, and creating essential policy documents such as the philosophy of education and statement of faith. Emphasizing the importance of a strong Christian leader, the process also involves finding suitable facilities, possibly within church buildings, and implementing effective promotional strategies. Financial policies are highlighted, emphasizing the need for careful budgeting to avoid deficits in the initial year. The overall approach emphasizes reliance on divine guidance, careful planning, and a focus on creating a solid foundation for a Christ-centered education in the Thai context.

2.     Information technology system

 Having a robust school website and Learning Management System (LMS) is crucial for schools. LMS, a technology facilitating distance education, automates the administration, organization, distribution, and reporting of educational content and student outcomes. The primary advantage of an LMS lies in its ability to centralize administrative and classroom tasks, streamlining data collection, computing, and communication on a single platform. This consolidation not only enhances efficiency but also saves time and resources for schools. Online applications facilitate effective communication between administrators, staff, teachers, students, and parents, eliminating the need for physical presence. A well-designed LMS not only enhances the flow of information within the school but also contributes to its overall functionality and success.

3.     Christ school leadership framework (CSLF)

The literature underscores the crucial importance of having a Christian school's administrative leadership team and teachers committed to Christ and filled with the Holy Spirit, as emphasized in Amos 3:3 - "Can two walk together without agreeing where to go?" It highlights the potential challenge when Christian schools mix Christian and non-Christian teachers, citing an example where the hiring of teachers of different faiths led to confusion and a shift away from the school's Christian mission. The data stresses the necessity for Christian schools to avoid scenarios that compromise their Christian identity, emphasizing trust in God's provision. The belief that where God guides, He provides is supported by Proverbs 3:5-6. The importance of prayer in seeking the Lord's guidance is emphasized, aligning with Matthew 6:10. The literature also refers to Proverbs 16:3, encouraging committing all works to the Lord for plans to be achieved. The Christian School Leadership Framework (CSLF) introduces four Christ-centered competencies under the title "LEADERSHIP FROM THE HEART": 1. Commitment: The head of a Christian school must be wholly committed to Jesus Christ in both personal life and the education profession. 2. Calling: Despite not being a church, a Christian school is seen as a ministry led by the Holy Spirit. The leader should be convinced of God's calling to the position. 3. Character: A successful Christian school leader must exhibit the Fruit of the Spirit, as outlined in Galatians 5:22-26. 4. Chemistry: Refers to the leader's natural abilities, including aptitude, temperament, and relationship management skills.

4.     Principal’s accountability role

The principal plays a pivotal role in shaping and carrying out the school's daily operations in alignment with its Vision, Mission, Goals, and Objectives (VMGOs) (Cherkowski, Walker, & Kutsyuruba, 2015). The principal is the primary decision-maker, significantly influencing various aspects such as student attendance, suspension rates, and teacher satisfaction and retention. Extensive research indicates that an effective principal not only engage with teachers on an instructional level but also cultivate a positive school climate, encourage collaboration in a professional learning community, and adeptly manage staff and resources (McDougald, 2021). The principal's actions and decisions have far-reaching implications, impacting on the overall functioning and success of the school. Given the authoritative position of a school principal, it is emphasized that they must possess a high degree of moral and ethical integrity. The principal also serves as a key agent in developing and maintaining the moral and ethical culture of the school, being accountable not only to human standards but also to God, the Righteous Judge of all. An essential responsibility of Christian school leaders, particularly principals, is to lead students toward Jesus and not away from Him (Mosley, 2021).

5.     Beware of falling away from conservative Christian values

The literature emphasizes the crucial role of Christian school principal in upholding the spiritual foundation of their institutions. It underscores the need for the principal to prioritize seeking God, staying connected with the Holy Spirit, and keeping Jesus at the center of the school to prevent the loss of a profound relationship with the divine teacher Jesus Christ. The narrative warns against the potential transformation of Christian schools into mere religious entities 'by name only,' emphasizing the importance of sustaining a genuine passion for Christ. Drawing from 2 Timothy 3:5, the text cautions against having a form of godliness while denying its power, urging a turn away from such tendencies. It further discusses the risks faced by Christian schools that, over time, might succumb to spiritual lethargy, human-secular philosophies, or persecution, leading them away from their spiritual foundations. Colossians 2:6-10 emphasizes the need to continue walking in Christ and avoid being captivated by philosophy and empty deception based on human tradition and worldly forces and drifted away from their original commitment to Jesus Christ.

Research objective No 2.

To verify common themes, challenges, and best practices of Christian schools in Thailand, and found the following:

1. 10 common themes:

(1) God’s calling: A Christian leader has to have a strong sense that God is calling them to come work as a Christian educator in Thailand.

(2) Communication and partnerships: Effective communication and partnership-building skills with parents are highlighted as crucial by multiple respondents.

 (3) Biblical ethics: They derive their moral and ethical principles from the Bible and their Christian faith. It is also important that the Bible be integrated into the curriculum or other school activities.

(4) Bible integration: They agree that the Bible is a central component of their schools' educational philosophy and scripture verses should be integrated into curriculum and/or school activities.

 (5) Holistic education: They desire to build up the whole student, physically, emotionally, academically and spiritually.

(6) Strategic planning activities are a regular occurrence in their schools, and they have a positive view of the processes.

(7) Christian leadership and teachers: Having Christians on their school leadership teams and Christian teachers in their classrooms are considered crucial in their Christian school communities.

(8) Patient and understanding: New Christian leaders coming to work in Thailand have to be patient, understanding of Thai culture, and cannot come to place their own western ideologies upon the Thai people.

(9) Topics adverse to Christian values: Human Secular ideals, Transgenderism, gay marriage and other topics adverse to Christian values is something that may need to be addressed in their school.

(10) Multicultural environments: The need to understand and acquire better skills while trying to work with people in a multicultural environment.

2. Challenges

Christian school leaders face several significant challenges: hiring non-Christian employees, financial constraints due to parents' inability to pay tuition, communication barriers, and managing diverse relation ships with stakeholders. These challenges jeopardize financial stability and sustainability, as parents prioritize expenses over education. Cultural diversity poses additional hurdles, requiring leaders to navigate varied beliefs and backgrounds. Managing difficult individuals and ensuring alignment with educational philosophies and standards are also pressing concerns. Effecting cultural change within the school demands substantial time and effort. Overall, these challenges underscore the multifaceted nature of Christian leadership, necessitating strategies to maintain financial stability, foster cultural sensitivity, improve communication, and manage relationships while upholding Christian values and mission.

3. Best practices

 First and foremost, Christian school leaders need to be guided by a divine calling to ensure all policies, practices, and rules honor Jesus Christ. They foster their Christian faith through daily devotions and corporate worship with their leadership team. Emphasizing their faith, they set aside weekly chapel and devotional times for students and teachers, integrating biblical principles across the curriculum. Leaders prioritize hiring Christian staff and ensure adherence to the school's Statement of Faith. They maintain accountability through regular meetings and uphold boundaries to prevent burnout. Effective leadership involves navigating cultural diversity with sensitivity and offering professional development on multiculturalism. They strive for integrity, transparency, and positive partnerships, fostering a school culture aligned with Christian values and mission.

Research objective No 3.

To propose appropriate guidelines for the strategic management processes of Christian schools in Thailand.

Ten proposed guidelines

The following ten proposed guidelines for the strategic management processes of Christian schools aim to establish effective strategic management processes that uphold Christian values, respect cultural diversity, and create a conducive environment for students' spiritual growth and academic development.

 1. Divine calling and spiritual foundation: Leaders should possess a genuine divine calling and maintain a strong spiritual foundation through daily devotion and corporate worship, setting an example for the community.

2. Biblical worldview integration: The curriculum should incorporate a clear biblical worldview, linking scriptures and principles to academic subjects, fostering a comprehensive understanding of faith in students.

3. Sensitivity and inclusivity: Schools should respect diverse religious and cultural backgrounds, presenting a biblical worldview without imposing faith, and maintaining an inclusive environment.

4. Statement of faith and parental agreement: The school's faith statement should be clearly defined in the Student Handbook and Enrollment Contract, with parental alignment required.

5. Hiring practices: Schools should prioritize hiring Christian believers, using thorough vetting processes, including faith essays and references, to ensure alignment with the school's mission.

6. Accountability and oversight: Implement oversight measures, such as meetings with neutral counselors or chaplains, to support staff and ensure adherence to the school's values, especially for foreign staff.

7. Addressing violations: Swift and appropriate action should be taken for violations of the school's faith or values, ranging from correction to termination for severe breaches.

8. Cultural understanding and adaptation: Leaders should invest in understanding Thai culture and language, approaching their roles with humility and openness, and avoiding the imposition of Western culture.

9. Decision-making and boundaries: Leaders should base decisions on convictions and divine guidance, maintain composure under criticism, and set healthy boundaries to prevent burnout.

10. Building positive partnerships and relationships: Leaders should foster strong, professional relationships with the school community, promoting integrity, accountability, transparency, and open communication, and offering professional development in multicultural environments.

Recommendations

The following recommendations are made to assist, support, equip, educate, and aid in development of Christian schools in Thailand as follows:

1. Administrators should reinforce the importance for these schools to implement a robust Information Technology (IT) Department and Learning Management System (LMS).

 2. Administrators should have effective communication and strong partnerships with parents to emphasize and reflect the importance of community engagement.

3. The head of a Christian school must have their whole personal life and Christian education profession committed to Jesus Christ.

4. Explore potential strategies to bridge cultural gaps and foster better understanding and acceptance of the Gospel in the Thai context.

Topics for further studies

 1. Christian and Thai schools’ strategic planning processes: Research the strategic planning processes of both Christian schools and Thai schools and compare the differences and similarities of their visions, missions, goals, objectives, values and worldviews.

 2. Clear communication and conflict resolution in a Christian school in Thailand: Investigate barriers to clear communication between leaders, students and parents in the multicultural environment of International Christian schools in Thailand. Establish steps for conflict resolution when communication breakdowns occur, based on biblical principles.

3. Hiring and firing processes for Christian schools in Thailand: Research the best practices for hiring processes for believers, non-believers, foreigners and Thai nationals to work in Christian schools in Thailand. Identify the most effective tools for vetting their faith and capabilities as Christian educators. Also, determine the best methods for firing employees when they break the school’s ethics agreement.

 Conclusion

This article is based on qualitative research conducted with the aim of providing insights and practical guidance to strengthen and support Christian schools in Thailand. Its focus was on the status of Christian administrators, establishing a Christian school on a solid foundation, achieving sustainability, and protecting biblical values for the future. It expounded upon the methods by which Christian school leaders are to carry out their strategic planning processes and by the values and character they are to perform. It focused on the importance of merging the academic and spiritual aspects of their pedagogy and the transformational power that can result as their students receive the teaching. This research, its data, and findings should be one of many more research projects to come, to strengthen the rapidly growing field of Christian education in Thailand.

References

Ashford, B. (2016). Casting a vision for distinctively Christian education. Retrieved from https://cfc.sebts.edu/faith-and-culture/casting-vision-distinctively-christian-education/

Association of Christian Schools International. (ACSI). (2014). Christian school leadership framework: HOS 360 evaluation. Retrieved from https://www.acsi.org/docs/default-source/website-publishing/school-services/steps-to-school-improvement/standard-2/christian-school-leadership-framework-hos-360-eval.pdf

Association of Christian Schools International. (ACSI). (2017). How to start a Christian school for A.C.E. students. Retrieved from https://harleyvoogd.files.wordpress.com/2017/09/start-a-school-checklist.pdf

Cherkowski, S. L., Walker, K. D., & Kutsyuruba, B. (2015). Principals’ moral agency and ethical decision-making: Towards transformational ethics. *International Journal of Education Policy and Leadership, 10*(5), 1-17.

Dahlfred, K. (2021). A new challenge to the Christian faith in Thailand.

Elizabeth, B., & Katzer, J. (2023). Teacher turnover and retention: The choice to leave: Lived experiences of teachers in rural Montana (Doctoral dissertation). University of Montana, USA.

ESV Study Bible: English Standard Version. (2001). Crossway Bibles.

Hilderbrand, K. (2015). A historical analysis of hindrances related to the slow growth of Christianity in Thailand. *Great Commission Research Journal, 7*(2), 198–211.

Hiltibran, K. J. (2020). Strategic planning in international Christian schools: Leadership practices and perceptions (Doctoral dissertation). Columbia International University, USA.

Hollis, D. (2019). How Christian school leadership practices impact the creation of a school environment where spiritual nurture can occur in students: A phenomenological investigation (Doctoral dissertation). Liberty University, USA.

Porter, M., Business, H., & Mumbai, S. (2017). Strategy: Creating and sustaining competitive advantage. In *Harvard Business Review*. Retrieved from https://www.hbs.edu/ris/Publication%20Files/20170524%20Strategy%20Keynote_%20v4_full_final_2814963a-c8ca-457d-8ee6-69e8b57921ea.pdf

Rasavanh, D. (2022). Development of a strategic planning model for small-sized schools under the Church of Christ in Thailand. Retrieved from http://library.christian.ac.th/thesis/document/F015065.pdf

Santipochana, K. (2016). Christianity and English language teaching: A case study of Christian missionary teachers in Thailand. Retrieved from https://repository.nida.ac.th/server/api/core/bitstreams/75e6fc2d-267c-4eaa-a498-3b8285ab53/content

Schultz, R. (2019). Christianity and the American university. Retrieved from https://www.liberty.edu/journal/article/christianity-and-the-american-university/

The Holy Bible. (2011). New International Version (NIV). Zondervan.

Trakarnpairoj, A. (2021). Development of school strategic management model according to the Montessori method of education based on the Bible for Chiangkham Christian School. Retrieved from http://library.christian.ac.th/thesis/document/T044734.pdf

Turnbull, D., Chugh, R., & Luck, J. (2020). Learning management systems: An overview. In *Encyclopedia of Education and Information Technologies* (pp. 1052–1058). Netherlands: Atlantic Press.

Widiawati, W., Lestari, T. Y. S., & Sutarsih, C. (2018). The implementation of strategic management in developing schools. In *Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018)* (pp. 265-268). Netherlands: Atlantic Press.