https://so02.tci-thaijo.org/index.php/EDMCU/issue/feed Journal of Educational Review Faculty of Education in MCU 2019-12-29T20:56:09+07:00 รศ.ดร.สมศักดิ์ บุญปู่ witchaisuk@gmail.com Open Journal Systems <div id="content"> <div id="journalDescription"> <div id="content">&nbsp;</div> <h2>วารสารครุศาสตร์ปริทรรศน์</h2> <div id="content"> <div id="journalDescription"> <p class="a" align="left"><strong><span lang="TH">Indexed in&nbsp;<a title="ศูนย์ดัชนีการอ้างอิงวารสารไทย:Thai Citation Index (TCI) centre" href="https://www.kmutt.ac.th/jif/public_html/" target="_blank" rel="noopener"><img title="tci" src="https://www.tci-thaijo.org/public/site/images/tci_admin/tci.png" alt="tci" width="90" height="35" border="0"></a></span></strong></p> </div> </div> <p>วารสารครุศาสตร์ปริทรรศน์ คณะครุศาสตร์ มหาวิทยาลัยมหาจุฬาลงกรณราชวิทยาลัย <br>มีวัตถุประสงค์เพื่อเป็นแหล่งเผยแพร่ ส่งเสริม และสนับสนุนให้คณาจารย์ นักวิจัย นักวิชาการ และนิสิตนักศึกษาตลอดจนผู้สนใจทั่วไป ได้มีโอกาสนำผลงานวิชาการและงานวิจัย ในสาขาวิชาที่เกี่ยวข้องกับพุทธศาสนา การศึกษา การบริหารการศึกษา ปรัชญา จิตวิทยาและการแนะแนว ภาษาศาสตร์ การสอนสังคม รัฐศาสตร์ รัฐประศาสนศาสตร์ นิติศาสตร์ เศรษฐศาสตร์ การบริหารจัดการธุรกิจ การพัฒนาชุมชม การพัฒนาสังคม การจัดการสาธารณะ การศึกษาเชิงประยุกต์ และสาขาวิชา<br>สหวิทยาการอื่นๆ</p> <p>บทความที่ตีพิมพ์เผยแพร่ในวารสาร ได้ผ่านการพิจารณาจากผู้ทรงคุณวุฒิ อย่างน้อย 2 ท่าน ในลักษณะปกปิดรายชื่อ (Double blind) เปิดรับบทความทั้งภาษาไทยและภาษาอังกฤษ โดยรับพิจารณาตีพิมพ์ต้นฉบับของบุคคลทั้งภายในและภายนอกมหาวิทยาลัย</p> <p>บทความที่ส่งมาขอรับการตีพิมพ์จะต้องไม่เคยตีพิมพ์ หรืออยู่ระหว่างการพิจารณาจากผู้ทรงคุณวุฒิเพื่อตีพิมพ์ในวารสารอื่น ผู้เขียนบทความจะต้องปฏิบัติตามหลักเกณฑ์การเสนอบทความวิชาการ หรือบทความวิจัย และการอ้างอิงต้องเป็นไปตามหลักเกณฑ์ของวารสาร</p> <p>ทัศนะและความคิดเห็นที่ปรากฏในบทความในวารสารฉบับนี้ถือเป็นความรับผิดชอบของผู้เขียนบทความนั้นเพียงผู้เดียว และไม่ถือเป็นทัศนะและความรับผิดชอบของกองบรรณาธิการ</p> <p>กองบรรณาธิการขอสงวนสิทธิ์ในการคัดเลือกบทความลงตีพิมพ์และจะแจ้งให้เจ้าของบทความทราบหลังจากผู้ประเมินบทความตรวจอ่านบทความแล้ว</p> <p>วารสารครุศาสตร์ปริทรรศน์ คณะครุศาสตร์ มหาวิทยาลัยมหาจุฬาลงกรณราชวิทยาลัย <br>มีกำหนดออกเผยแพร่ปีละ 3 ฉบับ (ราย 4 เดือน) ดังนี้</p> <p>ฉบับที่ 1 มกราคม – เมษายน</p> <p>ฉบับที่ 2 พฤษภาคม – สิงหาคม</p> <p>ฉบับที่ 3 กันยายน – ธันวาคม</p> </div> </div> https://so02.tci-thaijo.org/index.php/EDMCU/article/view/221894 Management of Royal Awarded Private Early Childhood Schools in Bangkok and Vicinity 2019-12-29T13:43:13+07:00 รุ่งอรุณ เหล่าตั้งจิตตรง winnie2523@gmail.com สนั่น ประจงจิตร sanan25@gmail.com สุชาดา นันทะไชย suchada121@gmail.com <p>The objectives of this research were to 1) study the management of royal awarded private early childhood schools in Bangkok and Vicinity; 2) compare management of these royal awarded private early childhood schools as classified by educational background, position, and working experience; and 3) suggest for management of these royal awarded private early childhood schools.&nbsp; A sample of 86 was randomly chosen from those schools. The tool used in this study was a questionnaire, constructed by the researcher. All86questionnaire copies were returned and usable. The data were analyzed in terms of percentage, mean, standard deviation, and one-way ANOVA.</p> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The findings were as follows. 1) The management aspect of these royal awarded private early childhood schools ranked at the top, rated at the very high level, was that of personnel and personnel management, followed by that of academic work, while that of relationship between school and parents and community, although rated at the very high level, ranked at the bottom. <br> 2) The comparison showed differences at the significant of 0.05 only between those respondents with different educational backgrounds.&nbsp; 3) Suggestions were that all area of development appropriate to student ages be promoted, requests for parent involvement in school management be communicated, and in school, learning resource be increased</p> 2019-12-28T21:22:52+07:00 Copyright (c) 2019 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/221919 Development on Child-Centered Learning Activities in schools under Kalasin Primary Educational Service Area Office ๒ 2019-12-29T13:43:16+07:00 อัญชลี ภูคงคา anchalee2525@gmail.com <p>The purposes of the research were 1) to study the components and the indicators of child-centered learning activities in schools under Kalasin Primary Educational Service Area Office 2 2) to study current conditions and desirable conditions of child-centered learning activities, and 3) to develop guidelines of child-centered learning activities.&nbsp; The research had been conducting for 3 phases.&nbsp; The first phase was the study of the components and the indicators of child-centered learning activities conducted by 5 academic experts; the second phase was the study of current conditions and desirable conditions of child-centered learning activities conducted by sampling group which consisted of school administrators and teachers for 424 persons selected by Stratified Random Sampling using the table of Krejcie and Morgan (Krejcie and Morgan; referred by BoonchomSrisa-ard, B.E.2545); and phase 3 wasguidelines development of child-centered learning activities duplicatedBest Practice from 3 pilot schools by 6 experts.The guidelines were inspected, assured, and appraised by 9 experts using Focus Group method.The study tools were questionnaire, interview, focus group record, and evaluation form.&nbsp; Statistics used to analyze data were index of item-objective congruence (IOC), percentage, MEAN, standard deviation (SD), discrimination,&nbsp; the entire coefficient of reliability at 0.96.</p> 2019-12-28T21:28:30+07:00 Copyright (c) 2019 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/221941 Transformational leadership and organization climate affecting the success of the world-class standard schools under the Secondary Educational Service Area Office 18 2019-12-29T13:43:18+07:00 ณรงค์ศักดิ์ นาคสมบูรณ์ narongsak2532@gmail.com สมศรี ทองนุช somshi22@gmail.com สถาพร พฤฑฒิกุล stapron34@gmail.com <p>The purposes of this research were to study the transformational leadership and organization climate those affected the success of the world-class standard schools under the Secondary Educational Service Area Office 18. The sample were 346 teachers from the world-class standard schools under the Secondary Educational Service Area Office 18. A research instruments was a five scale rating survey questionnaire. Data were analyzed by mean, standard deviation, correlation coefficient and stepwise multiple regression analysis.</p> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The research findings were as follows:</p> <ol> <li class="show">The success of the world-class standard schools under the Secondary Educational Service Area Office 18 in overall were at the moderate level.</li> <li class="show">The transformational leadership of school administrators of the world-class standard schools under the Secondary Educational Service Area Office 18 in overall and each aspect were at the high level.</li> <li class="show">The organization climate of the world-class standard schools under the Secondary Educational Service Area Office 18 in overall and each aspect were at the good level.</li> <li class="show">The correlation of the transformational leadership of the world-class standard schools under the Secondary Educational Service Area Office 18 was found positive relationship with school success at the moderate level and the organization climate was found having positive relationship with the statistical significant at .01 level.</li> <li class="show">The transformational leadership and organization climate affected the success of the world-class standard schools under the Secondary Educational Service Area Office 18. The predict equation showed the good predictive variables, they were; organization’s relationship, responsibilities, respect and rewards, and standard. Those are able to influence the prediction of the success of the world-class standard schools with statistically significant at .05 level. The predictive variables are able to influence in the success of the world-class standard schools at 67.30 percent. The predictive equation in raw score and standard score were;</li> </ol> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; = .96 + 1.67(<em>X<sub>26</sub></em>) - 1.20(<em>X<sub>23</sub></em>) - .65(<em>X<sub>24</sub></em>) + .83(<em>X<sub>22</sub></em>)</p> <p><em>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </em>= 2.03(<em>Z<sub>26</sub></em>) - 1.49(<em>Z<sub>23</sub></em>) -.81(<em>Z<sub>24</sub></em>) + 1.01(<em>Z<sub>22</sub></em>)</p> 2019-12-28T21:32:23+07:00 Copyright (c) 2019 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/221952 Canonical Correlation Mathematical Skill and Process and Knowledge in Mathematical of Pratomsuksa 6 Students in Trat Primary Education Area Office 2019-12-29T13:43:21+07:00 เกศริน กูลนรา aoftourcom@hotmail.com สมโภชน์ อเนกสุข sompoch@buu.ac.th <p>This research has 3 purposes: 1) to study features of mathematical skills, process and knowledge of mathematical of pratomsuksa 6, 2) to study the Canonical Correlation between mathematical skills and process and knowledge of mathematical of the students, 3) to study the weight of canonical correlation between Mathematical skills and process and knowledge in mathematical of pratomsuksa 6. The samples were 355 Pratomsuksa 6 students in the second semester of academic year 2015 in Trat Primary Education</p> <p>&nbsp;&nbsp;&nbsp;&nbsp; Area Office.&nbsp; The data were students mathematic scores, they were analyzed to study the canonical correlation.</p> <p>&nbsp;&nbsp;&nbsp;&nbsp; The research’s results were that: the quality of Mathematical skills and process were at good level.&nbsp; The knowledge in mathematical the quality such as, conceptual knowledge and procedural knowledge had passed the criteria. The canonical correlation between independent variables of mathematical skills and process and knowledge in mathematical was .845 with statistical significant at the .05 level.&nbsp; The canonical weights It can be written as a standardized equation of mathematical skills and process (U) and knowledge in mathematical (W)</p> 2019-12-28T21:37:18+07:00 Copyright (c) 2019 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/223948 A STUDY OF FACTORS AFFECTING THE TEACHER AND STAFF IN THEIMPLEMENTATION OF QUALITY ASSURANCE FOR THE SCHOOL IN THE SAKAEO PROVINCIAL ADMINISTRATION ORGANIZATION 2019-12-29T13:43:23+07:00 กชพร จันทรเสนา kotchaporn.phon@gmail.com เชวง ซ้อนบุญ chawengsak@go.buu.ac.th พงศ์เทพ จิระโร pongthep@buu.ac.th <p>The study aimed 1) to study the level of participation of teachers and staff the implementation of quality assurance for the School in the Sakaeo Provincial Administration Organization 2) to study the level of knowledge and understanding of the leadership attitude toward quality assurance for the School in the Sakaeo Provincial Administration Organization 3) To study personal factors affecting the participation of teachers and staff in the implementation of quality assurance for the Sakaeo Provincial&nbsp; Administration Organization, and และ 4) to analyze relationships of knowledge, understanding and&nbsp; leadership attitudes of quality assurance and &nbsp;&nbsp;participation of teacher and staff in the implementation of quality assurance for the School in the Sakaeo Provincial Administration Organization.&nbsp;</p> <p>The research methodology was a quantitative research that uses survey methodology by collecting the data from the questionnaire. The sample consisted of 274 of teachers and staffs for the School in the Sakaeo Provincial Administration Organization. The validity and reliability of assessment tools was conducted based on 30 Cronbach’s Alpha Formula. The result of reliability of assessment tools was 0.923 and index of item – objective congruence was 0.89. Descriptive data analysis included frequency, percentage, average, standard deviation, and quantitative data analysis was made with T-test statistics, F-test, Least Significant Difference (LSD), and correlation test was made with Pearson's Correlation Coefficient test at .05 significant levels. SPSS software was used for analyzing data and running statistical tests. Results&nbsp; In term of personal factors, it is found that&nbsp; most of respondents are female rather than male, aged 36-40 years , master degree, and followed by under graduate degree. They have more than 20 years of work experience, school responsibility were teacher, followed by head of a department, deputy director&nbsp; and&nbsp; small number of academic affairs department , the director and the least was head of quality assurance. The Teacher and the staff have the highest level of knowledge and understanding of quality assurance. by setting the indicators and criteria for quality assurance, at the highest level. Each school can be further specified indicators and criteria to the Office for National Education Standards and Quality Assessment (ONESQA,), by indicated the attitudes towards quality assurance in education, education creates of knowledge, skills and confidence for the teachers and the staff at the highest level, and the teacher and the staff have leadership in quality assurance in education at the highest level. The area should have agricultural products with the same standardize prices was at the highest level, and implementation of quality assurance for the School in the Sakaeo Provincial Administration Organization was the highest level. Development and improvement of quality assurance in school, evaluation, assessment and quality assurance of education, quality assurance of education planning, and implementation of quality assurance activities, were at the highest level, respectively.</p> <p>The results or&nbsp;&nbsp; hypothesis testing on personality factors indicated that sex, age, education level, work experience and position affect implementation of quality assurance for the school in the Sakaeo Provincial Administration Organization, differently The report of a correlation revealed that knowledge, understanding, attitudes and leadership toward quality assurance in school correlated with implementation of quality assurance for the school in the Sakaeo Provincial Administration Organization.&nbsp; It was found that the knowledge, understanding and attitudes towards quality assurance in school had a positive correlation with implementation of quality assurance, quality assurance of education planning at the highest level, and leadership on quality assurance in education was positively correlated with implementation of quality assurance in school, by indicating that development and improvement of quality assurance had highest correlation.&nbsp;</p> 2019-12-28T21:42:58+07:00 Copyright (c) 2019 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/223976 THE DEVERLOPMENT OF EMPOWERMENT MODEL FOR ENHANCR MEASURMENT AND EVALUADE COMPETENCIES OF TEACHER IN EXPANSION SHOOL UNDER PRIMARY EDUCATION AREA OFFICES 2019-12-29T13:43:26+07:00 ศุภานัน แพงเจริญ Sirinrat.naka@gmail.com พงศ์เทพ จิระโร pongthep.j@hotmail.com มนตรี แย้มกสิกร montree.y@gmail.com <p>The purposes of this researcher were arranged to develop the models of the empowerment for more capacities of educational measurement and evaluation of opportunity expansion school teachers belonging to Primary Educational Service Area Office and to study &nbsp;The performances according to the developed empowerment for more capacities of educational measurement and evaluation models.</p> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The findings of the research were the developed empowerment including into 3 parts in the following issues (1) The leading into the training process. (2) The training included the preparing, &nbsp;the content presentation, the practice, the inspiration and idea expansion and (3) The performance of the empowerment following. There were 6 elements included (1) Concepts and basic principles (2) Purposes (3) The expected results (4) The contents of the empowerment evaluation activities (5) The process of the arranged practice activities for the empowerment evaluation and (6) The evaluation. The teachers got the higher average scores of the educational measurement and evaluation capacity after the practice than before the practice at the 0.01 level of significant. The teachers got higher scores of the ability in the empowerment for their work after the practice than before the practice at the 0.01 level of significant. The empowerment for more capacities of educational measurement and evaluation models were useful, possible, correct and suitable. School directors, teachers, supervisors and accomplices were satisfied the empowerment for more capacities of educational measurement and evaluation in high level.</p> 2019-12-28T21:47:52+07:00 Copyright (c) 2019 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/223978 THE CAUSAL FACTORS AFFECT SCIENCE PROCESS SKILLS OF PRATHOM SUKSA VI STUDENTS UNDER THE JURISDICTION OF THE AREA SERVICE OFFICE NAKHON NAYOK PROVINCE 2019-12-29T13:43:10+07:00 สุมาลี เซ็ม semee1818@gmail.com ไพรัตน์ วงษ์นาม pongthep@buu.ac.th ณัฐกฤตา งามมีฤทธิ์ natkritan@gmail.com <p>The objectives of this research were to study the causal factors affecting the science process skills of Prathom Suksa VI students under the jurisdiction of the Area Service Office Nakhon Nayok Province. The samples were 1,133 Prathom Suksa VI students, which were collected by multi-stage sampling. Data collection tools consisted of survey questionnaire rating scales, science process skills test with 4 multiple choice answers, and 5 points rating scales questionnaire. The data were analyzed by SPSS and analyzed causal relationship model by the LISREL 8.72 program.The study found that 1) Factors affecting scientific process skills consisted of self- regulated learning, motivation, attention, attitude towards science by the weight composition of the observed variables that have highest affect on the scientific process skills were motivation and intention, with weight composition of 0.60.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 2) Scientific process skills consisted of&nbsp; observation, measurement, calculation, classification, relationship between space and space, and relationship between space and time with time, communicating , inferring and predicting,&nbsp; observed by the weight of the composition of the observed variables ranged from 0.09 to 0.42. The highest weight component was calculation skill.&nbsp;&nbsp; 3) Causal relationship model of factors related to science process skills of Prathom Suksa VI students was adjusted to economic model and it was consistent with empirical data. The results of test was 273.73, P-value at 0.000 degree of freedom was 167, /df value was at 1.639, GFI value was at 0.98, AGFI&nbsp; value was at 0.97, CFI value was at1.00, and RMSEA value was at 0.024. The factors directly affecting science process skills were&nbsp;&nbsp; latent motivation variable and latent intention variable, and the factors indirectly affecting science process skills&nbsp; were&nbsp; attitude toward science through latent motivation variable and&nbsp; latent intention variable.&nbsp; Moreover, science process skills latent variables indirectly affecting latent motivation variable and latent intention variable.</p> 2019-12-28T21:08:53+07:00 Copyright (c) 2019 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/223984 WORKING ENVIRONMENT FACTORS AFFECTING ORGANIZATION COMMITMENT OF TEACHERS UNDER THE RAYONG PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2 2019-12-29T13:43:08+07:00 เรืองอุไร โตประภากร rueang.rai@gmail.com อุดม รัตนอัมพรโสภณ ampornsophon@gmail.com สถาพร พฤฑฒิกุล sathaporn565@hotmail.com <p>The purposes of this research were to study 1) The working environment factors affecting organization commitment of teachers under the Rayong Primary Educational Service Area Office 2. The sample were 297 teachers under the Rayong Primary Educational Service Area Office 2. The research instrument was a five rating scales questionnaire devided to 4 set as followed, The organization commitment, The transformation leadership, The creative organization culture and The organization climate there were discrimination&nbsp; between .42 - .89 and reliabilities between .88 - .93. Data were analyzed by mean, standard deviation, correlation coefficient, and multiple linear regression analysis. The findings were as follows. 1) The organization commitment and working environment factors of teachers as a whole and each aspects, were at high level. 2) The organization commitment of teachers had positive correlation at high level with the transformational leadership factors, organization climate factors and had positive correlation at medium level with creative organization culture factors at statistical significant .01. 3) The warmth and support of organization climate factors, The affiliative of creative organization culture factors and The inspiration motivation of transformational leadership factors were effecting commitment of teachers under the Rayong Primary Educational Service Area Office 2 with statistical significant level at .05 and could predict the organization commitment of teachers at 75.70 percent.</p> 2019-12-28T00:00:00+07:00 Copyright (c) 2019 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/223985 CURRICULUM DEVELOPMENT OF ENHANCING READING LITERACY SKILL THROUGH CONTEMPLATIVE EDUCATION FOR STUDENTS WITH LEARNING DISABILITIES 2019-12-29T13:43:05+07:00 พัชนี บุญรัศมี paily.pai@hotmail.com มณเฑียร ชมดอกไม้ montien.w52@hotmail.com ศศินันท์ ศิริธาดากุลพัฒน์ sasinan.siri@gmail.com <p>The research’s purposes are to develop and to study curriculum implementation results of enhancing reading literacy skill curriculum based on the contemplative education with learning disability students. The proposed curriculum’s development was evaluated by 3 experts at the good level with mean total of 3.93.&nbsp;</p> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; At Sorndee (Phacharat Anusorn) School in Phra Nakhon Si Ayutthaya Province, 7 of learning disability students from Prathom Suksa 4 to 5 were purposively selected to be the samples. The research tools were lesson plans, reading literacy skill test, behavior observation form and satisfaction interview questions performed.&nbsp; Also, the statistics used in this study were the average, the standard deviation, and the t-test.</p> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The results were as follows:</p> <ol> <li class="show">The reading literacy skill enhancing curriculum based on the contemplative</li> </ol> <p>education with learning disability students was successfully developed. The index of time objective congruence (IOC) of the proposed curriculum is 3.93.</p> <ol start="2"> <li class="show">The proposed curriculum implementation results were revealed followings: <ul> <li class="show">The average posttest score of the reading literacy skill outweighs the average pretest score with the significance of .05.</li> <li class="show">All the learning disability students’ reading literacy skill is successfully improved; they also have better meditation and can connect prior knowledge with new knowledge better.</li> </ul> </li> </ol> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 2.3 The students satisfied activities such as meditation, painting, bell signals listening, and group work. The students like reading content of documentary “Phon Luang” the most and dislike reading of news “Boat crashes at&nbsp; Ayutthaya ” the most.</p> 2019-12-28T00:00:00+07:00 Copyright (c) 2019 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/223945 THE COMPETENCY DEVELOPMENT GUIDELINES OF SUPPLY OFFICERS UNDER SECONDARY EDUCATIONAL SERVICE AREA OFFICE 3 PHRANAKHON SI AYUTTHAYA PROVINCE 2019-12-29T13:43:28+07:00 วาสนา เก้าเอี้ยน Kaoian7@live.com พรเทพ รู้แผน porntep.r@gmail.com ธีระวัฒน์ มอนไธสง theerawat.mon@hotmail.com <p>The objectives of this research were: 1)to study on competency of supply officers under Secondary Educational Service Area Office 3, Phranakhon Si Ayutthaya Province; 2) to present the competency development guidelines of supply officers under Secondary Educational Service Area Office 3, Phranakhon Si Ayutthaya Province. The research method consisted of 2 procedures including: 1) studying oncompetency of supply officers under Secondary Educational Service Area Office 3, Phranakhon Si Ayutthaya Province with 87 school administers, Head of Supply Officers, and supply officers that were populations of this research whereas research tool was 5-rating scale questionnaire and data were analyzed by using mean and Standard Deviation; 2) presenting the competency development guidelines of supply officers by using populations of this research consisted of 29 school administrators under&nbsp;&nbsp; Secondary Educational Service Area Office 3, Phranakhon Si Ayutthaya Province, whereas 5-rating scale questionnaire was used as the research tool and data were analyzed by calculating median and interquartile range.&nbsp;</p> <p>The results revealed that: 1) Supply officers had competency on quality in the highest level while having competency on skills in the lowest level; 2) Appropriate and possible competency development guidelines of supply officers with higher level of practice than defined criteria consisted of 3 dimensions including: 6 competency development guidelines on knowledge, for example, school administrators provided&nbsp; the Instructional Manual on Supply Maintenance and Repairing as well as built realization on importance of supply maintenance or repairing; 12 competency development guidelines, i.e., school administrators provided some workshops to supply officers in order to develop their computer skills on PKT, their English skills for reading and translating English messages, their calculating skills for calculating reference price; and their data management skills; and 28 competency development guidelines on quality, for example, school administrators provided some trainings and workshops for providing knowledge. These 46 competency development guidelines were appropriate and possible.</p> 2019-12-28T21:57:28+07:00 Copyright (c) 2019 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/166642 ACADEMIC DEVELOPMENT GUIDELINES FOR SCHOOL ADMINISTRATORS UNDER THE JURISDICTION OF THE OFFICE OF AYUTTHAYA PRIMARY EDUCATION AREA 1 2019-12-29T20:56:09+07:00 อัยลดา บุญวัฒน์ Ailada_ann@hotmail.com <p>The purpose of this research was to study 1) the level of compliance<br>development of school administrators and 2) guidelines for academic development<br>according to the role of school administrators. There were 2 steps to conduct research. Step<br>1 was to study the level of compliance with the academic development of school<br>administrators. Sample groups was 123 academic supervisors or academic teachers, obtained<br>by stratified sampling. The instrument used in the research was a questionnaire with 5 scales<br>questions with a confidence value of 0.97. The statistics used for data analysis were mean<br>and standard deviation. Step 2 was to study guidelines for academic development according<br>to the role of school administrators under the jurisdiction of the office of Ayutthaya primary<br>education area 1 by interviewing 5 experts. The key informants were 5 experts. The research<br>instrument was semi-structured interview form and the data analysis was analyzed by using<br>content analysis.<br>The results of the research were as follows: 1) The level of compliance with<br>the academic development role of school administrators was at a high level, descending<br>order of the mean was the role of human relations and communication, academic<br>leadership, role of good management, role of creating ideas and role of supervision. 2) The<br>guidelines for academic development according to the role of school administrators in the<br>overall picture are divided into 5 areas, such as the role of academic leadership, namely the<br>school director encouraging teachers to record student grades, applying achievement data in<br>teacher meetings or using PLC processes to jointly set goals, mission in the development of<br>academic work of educational institutions and leading to practice by defining in school<br>strategies or projects. In addition, the role of good management is that the school directornotifying teachers to acknowledge the goals of the curriculum (Input), teachers designing the<br>learning management creating a learning management plan to achieve the goals of the<br>program (process) and the student's achievement indicating the effectiveness of the<br>curriculum to learning management (Output), encouraging teachers to work together and<br>being developed in 2 aspects: knowledge and morality by organizing the PLC hours within<br>the subject group to create cooperation in the development of teaching and learning.<br>Keyword: Guidelines Development, Academic, School Administrat</p> 2019-12-28T22:01:23+07:00 Copyright (c) 2019 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/221960 Educational Administration : Concept, Theory, and Management 2019-12-29T13:43:33+07:00 สิน งามประโคน sin575498@gmail.com พีรวัฒน์ ชัยสุข pchaisuk@gmail.com พระครูภัทรธรรมคุณ ปั้นมยุรา phrakhruphatrathamkhun@gmail.com พระมหาสมบัติ ธนปญฺโญ sombat22@gmail.com เกษม แสงนนท์ xmen99@gmail.com อำนวย เดชชัยศรี pngamsang@gmail.com <p>The objective of this research is 1) to study the theoretical management of educational management 22) to study the educational management model 3) to analyze the theoretical trends and educational management models for research Qualitative research by studying the background information of the English Tripitaka of Mahachulalongkornrajavidyalaya University Secondary data, religious texts and educational administration books by studying the theory of educational administration in Buddhism through counseling) according to the specified issues</p> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; research found that as follow</p> <ol> <li class="show">The concept of educational administration theory About academic work Organize work on teaching and learning And evaluate with information technology system Personnel management is an important part that helps drive the organization to be effective as well. The mission, duties and responsibilities of personnel are defined. By focusing on developing personnel to have morality, increase knowledge and ability The budget is part of the organization's management to achieve the objectives. And the environment in educational institutions contributed to the administration and operation of educational institutions to be effective In addition, participation in educational management is the key to the implementation of policies and plans.</li> <li class="show">Educational management model Based on the conceptual framework of the Ministry of Education 4 areas, namely academic administration Budget management Personnel management General administration With stability In accordance with Strategy 20 and current situation Thailand 4.0 by developing and enhancing the capacity of people, creating opportunities, equality and reducing inequality in education Enhance the quality of life for people that are environmentally friendly. System development and educational management</li> <li class="show">Analyze theoretical trends and educational management models in 4 areas, namely academic administration Budget management Personnel management General administration To practice to strengthen Harmony and reconciliation to be in line with the new age management in the future with the innovation of Social Network by using the management of education in the digital age, integrating with Buddhism principles, being a professional executive in the current situation.</li> </ol> 2019-12-28T22:07:20+07:00 Copyright (c) 2019 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/221967 Reducing Time learning and Increasing time Knowledge for Learning and Teaching Management in Basic Education 2019-12-29T13:43:47+07:00 สุทธิพงษ์ ศรีวิชัย suththiphngssriwichay20@gmail.com พระครูวิรุฬห์สุตคุณ อุตฺตมสกฺโก phirun25@gmail.com พระครูสถิตบุญวัฒน์ ถิรปุญฺโญ chan45@gmail.com พระครูสาทรปริยัติคุณ ฉนฺทปาโล sanit23@gmail.com อุทัย สติมั่น sati22@gmail.com <p>Research study on reducing study time, increasing the time needed for teaching and learning, basic education level, education Is an integrated research method By handing out questionnaires to students in 2004 and interviewing 10 administrators and teachers. The basic statistics are frequency, percentage, mean and standard deviation.</p> <ol> <li class="show">Arrangement of activities to reduce learning time, increase the time of students' knowledge, basic education level according to government policy. Students learn to live together, have kindness and help each other. Learning happily, practicing and developing to increase their abilities. Second, create competencies and learning. Media/materials used in activities are appropriate. The period of time spent in organizing activities is appropriate. The third aspect is to enhance the characteristics and values. Organize activities to instill students with nationalism, religion and monarchs. Part 4: Enhance work skills, livelihoods and life skills. Activities that meet the interests, aptitudes, activities to promote the lives of students Activities to meet the needs of learners according to differences</li> <li class="show">Development of activities to reduce learning time, increase the learning time of students, basic education levels according to government policies, including students learning to live together, being happy and helping each other, being happy, integrating to 4 H Including Head, Heart, Hand, Health Sport Day to enhance performance and learning Focus on organizing activities to enhance competency, 5 aspects and life skills, consisting of 4 activity groups</li> <li class="show">Create a set of activities to reduce learning time, increase the learning time of students, basic education levels according to government policies, including activity set 1, learning management Activity set 2 creates competency and learning Activity Set 3 enhances the characteristics and values Activity Set 4: Enhance characteristics and values</li> </ol> 2019-12-29T13:32:43+07:00 Copyright (c) 2019 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/222008 Competencies of Administrators in Educational Management for Sustainable Development of Schools under the Secondary Educational Service Area Office 1 2019-12-29T13:43:35+07:00 พิญนิชาร์ โสคำ Phinnicha2530@gmail.com พร้อมพิไล บัวสุวรรณ prompilai55@gmail.com สุดารัตน์ สารสว่าง sudarat55@gmail.com <p>The objectives of this research were to: 1) study competencies of Administrators in Education for Sustainable Development of Schools under the Secondary Educational Service Area Office 1 2) study the current situation and needs competencies of Administrators in Education for Sustainable Development of Schools under the Secondary Educational Service Area Office 1 The population of 67 School Administrators in Education for Sustainable Development of Schools under the Secondary Educational Service Area Office 1 The instrument were Semi-structured Interview Protocol and questionnaire constructed by the researcher. The data were analyzed in terms of percentage, mean, standard deviation and modified priority needs index</p> <p>The research results found as follows. 1) Competencies of Administrators in Education for Sustainable Development of Schools under the Secondary Educational Service Area Office 1 to consist of Sustainable environmental, Sustainable social, Sustainable economic and strategic of learning management 2) the current situation and needs competencies of School Administrators in Education for Sustainable Development of Schools under the Secondary Educational Service Area Office 1 at the highest level, from which strategic of learning management was ranked at the top level.</p> 2019-12-29T08:42:21+07:00 Copyright (c) 2019 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/223837 THE DEVELOPMENT OF A TASK-BASED LEARNING PACKAGE TO IMPROVE ENGLISH ABILITY FOR PRATHOMSUKSA 6 STUDENTS 2019-12-29T13:43:37+07:00 พิมพ์พิศา สิงหพันธุ์ nongketza12@windowslive.com รังรอง งามศิริ rungrong52@gmail.com พงษ์ศักดิ์ รักษาเพชร phongsak56@gmail.com <p>The purposes of this research were to develop and find the efficiency of a task-based learning packet to improve English ability of Prathomsuksa 6 students and to study the effectiveness of a task-based learning package</p> <p>The the target group of this research was 15 Prathomsuksa 6 students of Nongkaeprachasun School under Kanchanaburi Primary Education Service Area office 4, and who were studying in the second semester of 2018 academic year. Two constructed parallel tests of their English ability were used as a instrument to collect data. The first one was a 40 multiple-choice pre-test, with the reliability of 0.79. and the difficulty was between 0.27-0.75. and the discrimination power was between 0.22-0.75. The second one was a&nbsp; 40 multiple-choice post-test, with the reliability of 0.82 and the difficulty was between 0.22-0.75. and the discrimination power was between 0.22-1.00. All items of both test had the result of Item-Objective Congruence Index was 1.00. The statistics employed for data analysis were mean, and standard deviation, and effectiveness index.</p> <p>The results revealed that 1) the development of the task-based learning package consisted of 10 books a task-based of learning package, with 1 manual, and 22 plans. There was 3 steps of learning activity management, that is, pre-task, task cycle, and language focus. 2) the efficiency index evaluated by experts in connoisseurship was 3.96, with the standard deviation of 0.31, and &nbsp;The efficiency of process and product (E1/E2) was 76.06 / 78.89, higher than the criteria. 3) the effective index of this task-based learning package was .63, higher the criteria.</p> 2019-12-29T08:47:15+07:00 Copyright (c) 2019 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/223943 THE DEVELOPMENT OF THAI LEARNING ACTIVITIES TO IMPROVE WRITING SPELLING ABILITY FOR PRATHOMSUKSA 3 STUDENTS 2019-12-29T13:43:40+07:00 ณปภัช สถิตยานุรักษ์ puri.48@hotmail.com กรัณย์พล วิวรรธมงคล karanphon.wi@hotmail.com ราตรี แจ่มนิยม ratri.ch@hotmail.com <p>The purposes of this research were to develop and to find the efficiency of a Thai learning activities model in order to improve writing spelling ability of Prathomsuksa 3 students and to compare the spelling ability of Thai language courses of Prathomsuksa 3 students before and after using this model. This research used research methodology of Research and development &nbsp;(R&amp;D) procedures exam before and after study. .The sample consisted of 26 Prathomsuksa 3 students of Wat Khao Noi School, Muang District, Kanchanaburi Province, under Kanchanaburi Primary Education Service Area Office 1, in the 1st semester of academic year 2018. The sample was selected by simple random sampling by drawing lots. The research tools were plans for learning Thai language activities to promote spelling ability, pre-test and post-test in the same exam, multiple choice (4 choices) of&nbsp; 30 items. The test had the reliability level of 1.00 . The statistics used in data analysis were percentage, mean, standard deviation. Data analysis was used to find efficiency E<sub>1</sub>/E<sub>2&nbsp; </sub>which was equal to 80/80 and dependent t-test.</p> <p><strong>The results revealed that:</strong></p> <ol> <li>The efficiency of this Thai learning activities model to improve writing spelling ability for Prathomsuksa 3 Students,and 5 Step learning activities as follows Step 1) To bring into the chapter Step 2) To read for improving skill Step 3) To write with enjoyable. Step 4) To Apply acknowledge Step 5) To correct handwriting To bring for the learning activity about the&nbsp; basic adjustment of&nbsp; spelling word E<sub>1</sub>/E<sub>2&nbsp; </sub>was effective at&nbsp; 47 / 81.92.</li> <li>As for spelling ability in Thai language courses of Prathomsuksa 3 students, the mean score after studying was significantly higher than before learning at 0.05.</li> </ol> 2019-12-29T08:49:24+07:00 Copyright (c) 2019 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/223839 THE DEVELOPMENT OF ACADEMIC ADMINISTRATION TO ENHANCE THE PERFORMANCE OF LEARNERS IN THE 21ST CENTURY'S OFFICE OF NON-FORMAL EDUCATION AND INFORMAL EDUCATION 2019-12-29T13:43:42+07:00 ญาดา วิวัฒนาทร yada.v@hotmail.com นิพนธ์ วรรณเวช nipon.w@gmail.com พงษ์ศักดิ์ รวมชมรัตน์ pongsok.r@hotmail.com <p>The purpose of this research was to study the characteristics of the academic administration model for creating and evaluating the academic administration model in the 21st century of the Office of Non-formal education and Informal education. By conducting 4 steps of research: 1) the study of theory, theories related to non-formal education, academic administration and educational management in the 21st century, then analyzing the content, 2) non-formal education interview samples used in the research of 5 people, how to choose the form by open-ended interview, data analysis by content analysis.3) Developing the academic administration model to enhance the performance of students in the 21st century of the Office of Non-Formal and Informal Education. By using Delphi technique, 3 times of samples, 17 experts in educational administration and non-formal education by using a semi-structured interview and the questionnaire which is a 5-level estimation model. The statistics used in the analysis are median data, inter-quartile range.4) Evaluation of the academic administration of non-formal education to enhance the performance of students in the 21st century of the Office of Non-Formal and Informal Education Promotion Examples used in the research are Center administrators and teachers, non-formal and informal education, 364 people, multi-stage random sampling Which uses a questionnaire that is a 5-level estimation model with content validity between 0.60-1.00 and has a confidence value of 0.99Statistics used in data analysis were percentage, mean and standard deviation. The result shown that 1) The elements of the academic administration model to enhance the performance of students in the 21st century of the Office of Non-Formal and Informal Education Promotion It is found that it consists of 5 components, which is the first element. The curriculum has sub-elements, namely, principles, destinations, goals, assessment, learning, transfer, comparison, level, and network partners. Element 2 Learning management methods There are sub-elements Capture students as important. And various skills development activities.Element 3: Media development, technological innovation and learning resources for education There are sub-elements which are modern technology innovation media. And various learning resources Element 4 Teacher / Instructor Development There are sub-elements Teacher Performance Instructor development And learning management of teachers And element 5, educational quality assurance There is a sub-element which is the learner, the instructor, the learning management. Media and learning resources And management&nbsp; 2) What forms of education academic administration system to maximize the performance of our students in the 21<sup>st</sup> Century 21 Office promotes education and educational system individually composed course 5. How to manage the media, development, technological innovation, learning, and learning resources for education.The development of teachers/instructors and quality assurance studies. 3) Evaluation model of academic education system to enhance the performance of students in the 21<sup>st</sup>Century 21 Office promotes education and education systems individually. Found to be appropriate and possible in many levels.</p> 2019-12-29T08:51:42+07:00 Copyright (c) 2019 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/223942 THE DEVELOPMENT OF EDUCATIONAL COOPERATION MODEL FOR HOTEL BUSINESS MANPOWER DEVELOPMENT OF VOCATIONAL COLLEGES UNDER THE OFFICE OF THE VOCATIONAL EDUCATION COMMISSION 2019-12-29T13:43:45+07:00 พิสุทธิ์ สันติคุณาภรณ์ pisut.s@gmail.com นิพนธ์ วรรณเวช nipon.w@hotmail.com พงษ์ศักดิ์ รวมชมรัตน์ pongsok.ru@gmail.com <p>This research The objective is to study the components of the cooperation model for developing manpower in the hotel business and To create and verify the cooperation model for the development of the manpower in the hotel business of vocational colleges Under the Office of the Vocational Education Commission. By conducting 4 steps of research: 1) Study and analyze the concepts, theories related to cooperation for the development of hotel business manpower of vocational colleges And then analyze Synthesizing the content, 2) Interviewing experts in hotel business and vocational education management, interviewing 5 persons who chose to be specific. By open-ended interview type.3) Create and verify the suitability of the cooperation model for the development of the hotel business manpower of the vocational college Under the Office of the Vocational Education Commission By using Delphi technique in 3 rounds, with 17 experts selected for specific By using a semi-structured interview And a questionnaire that is a 5-level estimation model. The statistics used for data analysis are median and interquartile range.4) Assessment of the cooperation model for the development of hotel business manpower of vocational colleges Under the Office of the Vocational Education Commission For example, there were 375 executives in the hotel business and administrators of vocational colleges by multi-stage random sampling. Which the questionnaire With content validity equal to 1.00, all items and confidence values equal to 0.98. The statistics used in data analysis are mean and standard deviation. The research found that 1) The composition of the cooperation model for the development of hotel business manpower of vocational colleges Under the Office of the Vocational Education Commission, consisting of 4 main components: Determination of goals and principles of operational planning and assessment and in each of the main components consisting of 4 sub-elements, namely Cooperation in courses on learners and personnel. 2) The result of the evaluation of the cooperation model for the development of the hotel business manpower of the vocational college Under the Office of the Vocational Education Commission found that the educational cooperation model for the development of hotel business manpower of vocational colleges Under the Office of the Vocational Education Commission is appropriate, the possibility of implementation.</p> 2019-12-29T08:53:44+07:00 Copyright (c) 2019 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/221978 Lin-Chang Karen Village: Happiness Community by Buddhist Way in the Era of Globalization 2019-12-29T13:43:52+07:00 พระครูสุนทรวัชรการ อพโล amphon2@gmail.com <p>Lin-Chang Karen Village is the original community of Pawo/Po Karen race in Nongyaplong District, Phetchaburi province as the model of happiness Community according to Buddhist method at the present age that to be applied of knowledge of Buddhism and ghost traditional belief as the tool to protect the negative globalization by starting from community process for realizing the problem together to set up the public policy and to solve the problem in the two social activity characteristics such as (1) Social Capital Preservation Activity such as Wiansala ceremony, Flower Proceeding Ceremony, Karen Luncheon Ceremony, Riakkhuan Ceremony, (2) New creative activity from community such as Creative Mass Media Camping Project, Self - Reliance Center Project with Thai Soiled House Building and Tree Planting Project for Mom and to create the dam project for Dad etc.</p> 2019-12-28T22:13:16+07:00 Copyright (c) 2019 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/221990 PATH OF THE DEVELOPMENT OF TEMPLE TO BE “THE DEVELOPED TEMPLE” 2019-12-29T13:43:54+07:00 พระครูวิรุฬห์วัชรธรรม ฐานุตฺตโร phrakhruwiroonwatcharadham798@gmail.com <p>According to National Office of Buddhism cooperates with Sanghaprovincial governors and every provincial governor select the suitable and ready temples for admiring as the developed temple in three levels such as educational Park level in the temples, Sampled Developed Temples level and the Sampled Developed Temples with excellently work performance by considering in 3 levels including 11 missions but differences of the content of development process consists of monk aspect, peace aspect, beauty aspect, cleaning aspect, building aspect, sanitary aspect, environment aspect, convenience aspect, construction aspect, faith creation aspect, educational promotion aspect and religious activity promotion aspect. Moreover, the sampled developed temples have the excellently work performance by getting the selection as the sampled developed temples with continuously 2 years maximum and the sampled developed temples must also get the selection as the educational park with continuously 2 years maximum.</p> 2019-12-28T22:17:52+07:00 Copyright (c) 2019 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/216358 Phonology in Thai – Phuan 2019-12-29T13:43:57+07:00 วิไลศักดิ์ กิ่งคำ 5700441p@gmail.com <p>Phonology in Thai – Phuan consists of 20 consonant phonemes namely; /p, ph, t, th, c, k, kh, Ɂ, b, d, m, n, ɲ, ŋ, f, w, l, y, s และ h/ 21 vowel phonemes namely; /i, i:, ɯ, ɯ:, u, u:, e, e:, ǝ, ǝ:, o, o:, ɛ, ɛ:, ɔ, ɔ:, a, a:, ia, ɯa, ua / and 6 tone phonemes namely; &nbsp;high-level, low-falling, mid-level, high-rising, high-falling, and low-rising.</p> 2019-12-29T08:44:40+07:00 Copyright (c) 2019 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/228245 Self-Management in Accordance With the Buddhist Principles for the Administration of Educational Organizations 2019-12-29T13:43:49+07:00 พระครูปลัดสุรวุฒิ สิริวฑฺฒโก sukpinya.im@gmail.com ศุขภิญญา ศรีคำไทย sukpin.252@hotmail.com <p>Self-management in accordance with the Buddhist Dhamma for managing educational organizations. It is the application of 4 principles of dhamma, which are integrated with self-administration for the benefit of educational organization administration. Which is a collaborative process of consciousness and intelligence (consciousness), which means consciousness The administrators of educational organizations use consciousness to see with wisdom, knowing as they actually happen in all 4 areas, namely body, feeling, mind and Dharma, consisting of 1) self-management with support Executive use of consciousness according to view with intelligence, knowing the physical condition Consisting of learning from work and health care. 2) Self-management with compassion. (See feelings) Executives use consciousness to follow with intelligence, knowing only the feeling of happiness and suffering. Or not happy, not suffering that happens Consists of working happily And recreation. 3) Management of consciousness (see mind). Administrators use consciousness to see with wisdom, knowing the mind. Consisting of a strong and stable heart Self control Vision Diligence Honesty And 4) self-management with Dhamma Manapassana (see Dharma). Executives use mindfulness to follow with intelligence, knowing all the facts, knowing what occurred in the heart. Consists of saving and saving Keeping discipline and respecting the law Compliance with religious morals And loyalty to the nation, religion, monarchy</p> 2019-12-28T00:00:00+07:00 Copyright (c) 2019 Journal of Educational Review Faculty of Education in MCU