Khajornsak BuaraphanBenjamas InritWilai KochasilaMahidol UniversityNakhon Pathom Primary Educational Area Office 1Singburi Primary Educational Area Office2019-08-282019-08-282018-09-01Kasetsart Journal of Social Sciences. Vol.39, No.3 (2018), 496-501245231512-s2.0-85049939642https://repository.li.mahidol.ac.th/handle/20.500.14594/47406© 2018 Kasetsart University This study explored current policy and practice concerning multigrade teaching (MGT) and proposed policy options for improving the quality of MGT in Thailand. The study consisted of: 1) a review of policy documents and research about MGT; and 2) a qualitative study collecting data through classroom observations, individual interviews, and focus group discussions in four small schools with best practice in MGT. The qualitative data were analyzed using thematic analysis. The findings revealed that there was no national policy on MGT in Thailand. MGT existed only as one strategy to improve the education quality of small schools. There was some MGT training for in-service teachers, but no MGT course for pre-service teachers. The teachers, school administrators, school boards, parents, and students had a good understanding and awareness of MGT in promoting quality education for students in small schools. They gradually developed positive attitudes toward MGT from their appreciation of the increased quality of school and student learning achievement. The stakeholders’ understanding and awareness of MGT were key factors for the successful implementation of MGT in small schools. A school administrator was regarded as a key person leading to best practice in MGT. Based on the results of this study, continual development is urged regarding MGT and the inclusion of MGT in the national policy and pre-service teacher education of Thailand.Mahidol UniversitySocial SciencesArticleSCOPUS10.1016/j.kjss.2018.06.008