Development of Managerial Guidelines to Promote Dragon and Lion Dance in Middle School

Background and Aim: The main factor restricting the development of the dragon and lion dance in most Middle schools is the lack of funds. Leadership is not important enough, no specialization of teachers, a Lack of teaching materials and equipment, Insufficient sites, and the Dragon and lion cultural atmosphere is not strong. So, the main objective of this research was to develop the managerial guidelines to promote dragon and lion dance in middle school. Materials and Methods: This study was a mixed-method study, which combines quantitative and qualitative research. The research begins by identifying the influencing factors affecting their integration into school programs through a structured questionnaire (IOC=0.73, Cronbach alpha=0.84) administered to 222 middle school students. Subsequently, expert interviews were conducted to gather qualitative insights among 5 experienced professionals, which informed the formulation of a managerial guideline framed within the POLC management function, PESTLE theoretical frameworks, and the PDCA cycle. This dual approach ensures that the guidelines are both strategic and pragmatic, addressing the diverse obstacles while leveraging available opportunities. To validate and refine these guidelines, a focus group consisting of 12 experts in education, cultural arts, and non-profit management convened to engage in a critical discussion on the proposed content. Finally, the connoisseurship method, consisting of 5 experts, was employed to review and confirm the managerial guidelines. Results: 1) The priority needs of the development of managerial guidelines to promote dragon and lion dance in middle school are at a high level (PNImodified=0.32). Moreover, the order of requirements from highest to lowest is arranged as following: Leading (PNImodified=0.39), Controlling (PNImodified=0.39), Social (PNImodified=0.39), Planning (PNImodified=0.38), Organization (PNImodified=0.37), Environmental (PNImodified=0.33), Politics (PNImodified=0.23), Technical (PNImodified=0.23), Economic (PNImodified=0.22), Legal (PNImodified=0.22). 2) The managerial guideline to promote dragon and lion dance in middle school corresponds to 4 parts rooted in the Plan-Do-Check-Act (PDCA) cycle. There were 10 elements in the Plan part, there were 10 elements in the Do part, there were 10 elements in the Check part, and there were 10 elements in the Act part. Conclusion: This iterative process confirmed the effectiveness and feasibility of the managerial recommendations, ensuring that they align with the needs of middle schools while fostering the rich cultural heritage of dragon and lion dance.