Journal of Educational Review Faculty of Education in MCU

THE DEVELOPMENT OF THAI LANGUAGE TEACHING MODEL BASED ON THE GENRE BASED APPROACH TO DEVELOP ESSAY WRITING SKILLS FOR HIGH SCHOOL STUDENTS AT DEMONSTRATION SCHOOL UNDER RAJABHAT UNIVERSITY

Yoschavin Guldoung — 2025-08-26

The objectives of the research were: 1) to analyze the Thai essay writing problems of high school students 2) to develop learning management model by using Genre – based approach to develop Thai writing essay skills 3) to evaluate the efficiency of learning management model on Genre – based approach. The research areas were high school students under Demonstration School, Rajabhat University 12 schools of the academic year 2024. The samples were selected by multistage sampling including 3 high school students – 20 students per school were 60 students altogether. Thai teachers were 3 persons under Demonstration School, Rajabhat University selected by purposive sampling. The instruments used in this study were 1) questionnaires on the condition of the problem 2) lesson plans 3) achievement tests and 4) questionnaire on students’ satisfaction. The data was analyzed by SPSS program.

The research results found that: 1) The problems of Thai essay writing are. the following: outlining practice and insufficient knowledge about essay topics and contents. 2) Learning Management Model on Genre – based Approach to Develop Thai Writing Essay for Senior High School Students consists of 5 steps as follows: (1) creating an understanding of a reading chapter (2) studying of the characteristics of a passage (3) working together to produce drafts (4) individual writing (5) seven – sided measurement using writing ability evaluation criteria. 3) The efficiency of the model has an E1/E2 of 90/82.91 which was higher than the defined criterion of 80/80. The academic achievements of students after learning the model were higher than that of before learning at the statistically significant level of .05. Student satisfaction was the highest level

GUIDELINES OF ACADEMIC AFFAIRS ADMINISTRATION IN DIGITAL ERA OF RATSADA SCHOOL UNDER THE SECONDARYEDUCATIONAL SERVICE AREA OFFICE TRANG KRABI

Natthida Jongmee — 2025-08-28

This research article aimed 1) to study the condition of academic administration at Ratsada School, 2) to study the guidelines for academic administration in the digital era at Ratsada School, and 3) to present the guidelines for academic administration in the digital era at Ratsada School. It is a qualitative research by in-depth interviews with stakeholders. 15 Interviewed 5 experts Group discussion with 7 experts. The research tools were in-depth interviews, group discussions, and data analysis by analyzing content based on interviews and group discussions.

The results of the study were as follows: 1) The condition of academic administration of Ratsada School was found that (1) the curriculum part, the administrators systematically promoted the development of the school curriculum. All stakeholders actively participated with dedication and engagement in the process, ensuring that the curriculum aligns with the school's context and effectively enhanced students' full potential. (2) Teaching and learning management part, teachers employed diverse instructional methods, resulting in students achieving higher academic performance than the school's target benchmarks. (3) Measurement and evaluation part, there was a management system for developing and improving assessment tools, and the results from evaluations were utilized for administrative purposes. (4) Follow up and supervision part, there was support for teachers' work and collaboration, enhancing the quality of their tasks to ensure efficiency.
2) Academic administration guidelines in the digital age at Ratsada School included
(1) Curriculum development part, the curriculum must be revised to align with evolving learning needs, starting with an analysis of the requirements related to curriculum development. (2) Teaching and learning management part, teaching and learning must be student-centered type to encourage participation and develop students' analytical thinking skills. (3) Measurement and evaluation part, assessment was conducted at every educational level, and assessment tools were developed through a digital system. (4) Follow up and supervision part, the use of technology in managing supervision and monitoring work was essential for improving the quality of education. 3) Presentation of academic administration guidelines in the digital era at Ratsada School. It was found to be feasible, appropriate and useful for use in academic administration in the digital age of Ratsada School under the Trang Secondary Educational Service Area Office, Krabi.

NEEDS FOR SECONDARY SCHOOL MANAGEMENT BASED ON THE CONCEPT OF CREATORS OF POSITIVE CHANGES

Thanapuwadon Vejjavanit — 2025-08-28

This research aimed to: 1) investigate the current and desired states of secondary school administration based on the concept of positive change agents, and 2) identify the priority needs for its development. The study employed a survey research design. The population comprised 2,085 secondary schools under the Office of the Basic Education Commission, and a sample of 324 schools was selected using multi-stage sampling. A total of 972 key informants participated, including school directors or deputy directors, heads of academic departments, and heads of student affairs or responsible teachers. The research instrument was a structured questionnaire focusing on perceptions of current and desired states of administration aligned with the concept of positive change agents. Data analysis involved descriptive statistics frequency, percentage, mean, standard deviation and the Modified Priority Needs Index (PNImodified).

The research findings reveal that: 1) The current conditions of secondary school administration based on the concept of positive change agents, when classified by academic administration, were found to be at a high level overall. When examining each aspect, the highest mean was found in curriculum implementation evaluation, followed by school curriculum design and development and teaching and learning process development. When classified by the concept of positive change agents, the overall condition was also at a high level. For student affairs, the current condition was also found to be at a high level overall. When classified by the concept of positive change agents, the aspect with the highest mean was the power of self-discovery, followed by the desire to transform society, and perseverance and resilience in overcoming obstacles to achieve goals. Regarding the desirable conditions of secondary school administration based on the concept of positive change, when classified by academic administration, the overall level was found to be at the highest level. The subsequent aspects were the desire to transform society and perseverance and resilience in overcoming obstacles to achieve goals. For student affairs, the desirable condition was found to be at the highest level overall. When examining each aspect, the highest mean was in the definition of the scope of daily activity arrangements, followed by the organization of co-curricular and extracurricular activities, and the integration of activities through hands-on practice, respectively. 2) The needs for the development of secondary school administration based on the concept of positive change, when classified by academic administration, revealed that the highest need was the implementation of the curriculum in classroom teaching, followed by the development of the teaching and learning process, such as teacher training, evaluation of school curriculum implementation, and school curriculum development, respectively. For student affairs, the highest need was the integration of activities through hands-on practice, followed by the organization of co-curricular and extracurricular activities, and the definition of the scope of daily activity arrangements, respectively. When classified by the concept of positive change, the highest need was found to be the power of self-discovery, followed by the desire to transform society, and perseverance and resilience in overcoming obstacles to achieve goals, respectively.

EFFECTS OF CREATIVITY-BASED LEARNING (CBL) ON BIOLOGY ACHIEVEMENT AND SCIENTIFIC CREATIVITY OF MATTAYOMSUKSA FOUR STUDENTS

Pimpajee Pinyo — 2025-08-28

This research aims to 1) examine the effects of Creativity-Based Learning (CBL) on learning achievement and 2) examine the effects of Creativity-Based Learning (CBL) on scientific creativity in biology among Mattayomsuksa four students. A quasi-experimental design was employed with a cluster random sample of one Mattayomsuksa four classroom from Maryvit School, Chonburi, during the second semester of the 2024 academic year. Research instruments included a CBL-based lesson plan, a biology achievement test, and a scientific creativity assessment. Data were analyzed using descriptive and inferential statistics

The results indicated that 1) students’ post-learning biology achievement was significantly higher than their pre-learning scores at the .05 level, 2) students’ post-learning achievement exceeded the 70% benchmark, and 3) students’ scientific creativity scores surpassed the 70% criterion. These findings suggest that CBL effectively enhances both learning achievement and scientific creativity in biology education.

SUPER LEADERSHIP OF SCHOOL ADMINISTRATORS AS PERCEIVED BY TEACHERS UNDER LOPBURI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Nutthaya Pairee — 2025-08-28

The objectives of this research were 1) to study super leadership of school administrators as perceived by teachers under Lopburi Primary Educational Service Area Office 1 and 2) to compare teachers’ perceptions of super leadership based on their educational qualifications, work experience, and school size. The sample were 300 teachers from Lopburi Primary Educational Service Area Office 1 in the 2024 academic year, using stratified random sampling. The research instrument was a questionnaire with a reliability coefficient of 0.992 Data was analyzed to find percentage, mean, standard deviation, t-test, and one-way analysis of variance (ANOVA).

The research findings were as followed: 1) Super leadership of school administrators as perceived by teachers under Lopburi Primary Educational Service Area Office 1, was found to be at a high level both overall and all dimensions. 2) A comparative analysis super leadership of school administrators as perceived by teachers under Lopburi Primary Educational Service Area Office 1 qualifications revealed statistically significant differences at the 0.05 level. However, when categorized by professional experience and school size were not different.

ADVERSITY QUOTIENT OF SCHOOL ADMINISTRATOR AND THE TEACHER PROFESSIONAL STANDARDS PERFORMANCE NAKHONPATHOM PRIMARY EDUCATIONALSERVICE AREA OFFICE 2

Panida Ranechana — 2025-08-28

The purposes of research were to determine 1) the administrator’s adversity quotient of schools under the Nakhonpathom Primary Educational Service Area Office 2 the teacher professional standards performance Nakhonpathom Primary Educational Service Area Office 2 and 3) the relationship between adversity quotient of school administrator and teacher professional standards performance Nakhonpathom Primary Educational Service Area Office 2. The sample used in this research consisted of informants from 86 educational institutions under the Nakhonpathom Primary Educational Service Area Office 2. The respondents from each school consisted of one school administrator and one teacher, in the total of 172 respondents. Complete questionnaires were obtained from 142 respondents representing 71 schools, accounting for 82.56 percent. The instrument employed for data collection was a opinionnaire about the administrator’s adversity quotient concept based on Stoltz and The implementation of professional teaching standards in educational institutions in accordance with the Teachers' Council of Thailand's Regulation on Professional Standards and Code of Ethics B.E. 2562 (2019). The statistics used for data analysis were frequency, percentage, arithmetic mean, standard deviation and Pearson' s Product Moment Correlation Coefficient.

The research findings were as follows: 1) The administrator’s adversity quotient of schools under the the Nakhonpathom Primary Educational Service Area Office 2, as a whole and an individual, were at the highly level. 2) The teacher professional standards performance Nakhonpathom Primary Educational Service Area Office 2, as a whole and an individual, were at the highly level. 3) The relationship between adversity quotient of school administrator and teacher professional standards performance Nakhonpathom Primary Educational Service Area Office 2 were in a high correlation with a significance level at .01.

THE EVALUATION OF STUDENT CARE AND SUPPORT SYSTEM PROJECT OF BANSUNYOONG SCHOOL UNDER THE OFFICE OF NAKHON SI THAMMARAT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Sopa Naosuwan — 2025-08-28

The objectives of this research article were: 1) to investigate the system assessment, 2) to investigate program planning, 3) to investigate program implementation, 4) to investigate program improvement, and 5) to investigate program certification of student care and support system project of Bansanyoong school under the office of Nakhon Si Thammarat primary educational service area office 1. The sample consisted of 52 people including 1 director, 9 teachers, 18 students and 24 parents. The tools used for this data collection consisted of 3 questionnaires, namely 1) project system assessment questionnaire and program planning 2) implementation assessment 3) project improvement questionnaire and assessment questionnaire for project acceptance and 4) In-Dept Interviews. The statistics employed for data analysis were percentage, mean and standard deviation

The research results were as follows: 1) The overall project system assessment of the student care and support system project at Bansanyoong School indicates that the evaluation results are at the highest level. 2) The overall project planning assessment of the student care and support system project at Bansanyoong School indicates that the evaluation results are at the highest level. 3) The overall project implementation of the student care and support system project at Bansanyoong School indicates that the evaluation results are at the highest level. 4) The overall project improvement of the student care and support system project at Bansanyoong School indicates that the evaluation results are at a high level. Most teachers lack the knowledge and understanding of in-depth mentoring, and teachers who are given the opportunity to make mistakes around the project must strictly follow up with their work, and the teacher used inappropriate language with the students so there were sad. 5) The overall project acceptance of the student care and support system project at Bansanyoong School indicates that the evaluation results are at the highest level.

RELATIONSHIP BETWEEN SCHOOL ADMINISTRATORS CHARACTERISTICS AND STUDENT CARE SYSTEM OF SCHOOL UNDER NAKHON SRI THAMMARAT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Patraporn Konglumlead — 2025-08-28

This research aims to 1) 1) To study the characteristics of school administrators in schools in the Nakhon Si Thammarat Primary Educational Service Area Office 2 2) To study the student assistance system of schools in the Nakhon Si Thammarat Primary Educational Service Area Office 2 3) To study the relationship between the characteristics of school administrators and the student care system of schools in the Nakhon Si Thammarat Primary Educational Service Area Office 2 4) Study of predictive variables of school administrators' characteristics affecting the student care system of schools in the Nakhon Si Thammarat Primary Educational Service Area Office 2. This research is a quantitative research study using a sample questionnaire 327 people. Data analysis was performed using statistics, including: Frequency, percentage, mean, standard deviation, Pearson's product moment correlation coefficient, and multiple regression analysis.

The research results found that 1) The characteristics of school administrators under the Office of the Primary Education Area, Nakhon Si Thammarat Area 2, overall, were at a high level. The aspect with the highest average value was leadership, followed by morality, ethics, and human relations. The aspect with the lowest average value was creativity. 2) The student care system of schools under the jurisdiction of the Nakhon Si Thammarat Primary Educational Service Area 2 is at a high level overall. The aspect with the highest average value is knowing students individually, followed by student promotion. The aspect with the lowest average value is prevention, assistance and solutions. 3) The relationship between the characteristics of school administrators and the student care system of schools in the Office of the Primary Education Area of Nakhon Si Thammarat Area 2 found that there was a positive relationship with statistical significance at the .001 level. When considering each pair, it was found that the pair with the highest relationship was the characteristics of school administrators (X) and the school student care system (Y), which had a very high positive relationship. Next was the characteristics of school administrators (X) and the school student care system (Y), which had a fairly high positive relationship. The aspect with the lowest correlation coefficient was the characteristics of school administrators, personality (X1) and the student care system, in terms of knowing students individually (Y1), which had a moderate positive relationship with statistical significance at the .001 level. 4) The relationship between the characteristics of school administrators affecting the student care system of schools in the Office of the Primary Educational Service Area of Nakhon Si Thammarat Area 2 found that the best variables in predicting the impact on the student care system of schools were creativity (X7), human relations (X4), vision (X6), leadership (X5), personality (X1), and ethics (X2). They could jointly predict the student care system of schools (Y) with statistical significance at the .001 level. All 6 variables could explain the student care system of schools by 66.20 percent.

DEVELOPMENT OF INTERNAL QUALITY ASSURANCE OPERATIONS BASED ON APARIHANIYADHAMMA IN THETSABAN 4 SCHOOL (BANLAMTRAI) UNDER SONGKHLA CITY MUNICIPALITY

Pricha Phutdam — 2025-08-28

This research article aimed to: 1) study the status of the internal quality assurance operation of Thetsaban School 4 (Ban Laem Sai), Songkhla Municipality, 2) study the development guidelines for the internal quality assurance operation of Thetsaban School 4 (Ban Laem Sai), Songkhla Municipality, and 3) present the development guidelines for the internal quality assurance operation of Thetsaban School 4 (Ban Laem Sai), Songkhla Municipality based on Aparihniyadhamma. This research is a qualitative research with 3 research steps: Step 1: Study the current state of internal quality assurance operations in educational institutions by conducting in-depth interviews with 15 relevant individuals. The data were analyzed using content analysis. Step 2: Explore approaches for improving internal quality assurance operations in educational institutions based on the principles of Aparihniyadhamma by conducting in-depth interviews with five experts. The data were analyzed using content analysis. Step 3: Present the proposed approaches for improving internal quality assurance operations in educational institutions based on the principles of Aparihniyadhamma through a focus group discussion with seven distinguished experts. The data were analyzed using content analysis.

The research results found that: 1) The status of the operation of educational quality assurance within the educational institution was continuously carried out. The operations were as follows: (1) Setting educational standards, (2) Creating an educational development plan, (3) Implementing according to the plan, (4) Evaluating and inspecting quality, (5) Monitoring the results of the operation, (6) Preparing a self-evaluation report, (7) Developing the educational institution to be of quality, (8) Undergoing external quality assessment, (9) Applying recommendations from the analysis of the self-evaluation report (SAR) that had been carried out systematically but were not yet clear. 2) The guidelines for developing the operation of educational quality assurance within the educational institution according to the principle of Aparihniyadhamma had guidelines for applying the principle of non-corruption, consisting of (1) Regular joint meetings, (2) Working together in unity, (3) Adhering to and respecting good rules and regulations, (4) Respecting leaders and experts, (5) Complying with the rules and resolutions of the meeting, (6) Promoting equality in the organization, and (7) Praising good things. 3) The results of presenting the guidelines for developing the operation of educational quality assurance within the educational institution according to the principle of Aparihniyadhamma found that it was appropriate, feasible, and beneficial in the operation of educational quality assurance within the educational institution.

ADMINISTRATOR'S COMPETENCY AND INFORMATION AND COMMUNICATION TECHNOLOGY MANAGEMENT IN SCHOOL UNDER KANCHANABURI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 4

Adiwat Ruanruen — 2025-08-28

The purposes of this research were to identify: 1) the administrator’s competency in school under Kanchanaburi primary education service area office 4. 2) information and communication technology management in school under Kanchanaburi primary education service area office 4. 3) the relationship between administrator’s competency and information and communication technology management in school under Kanchanaburi primary education service area office 4. The sample consisted of 73 schools under Kanchanaburi primary education service area office 4, with two respondents per school: one school director and one teacher, totally 146 participants. The research instrument was an opinionnaire about administrator’s competency from Teacher Competency Assessment Manual, Office of the Basic Education Commission (OBEC) and information and communication technology management from Master Plan for Information and Communication Technology in Education, Office of the Permanent Secretary, Ministry of Education. The overall reliability of the questionnaire was .979. The statistics used for data analysis were frequency, percentage, arithmetic mean, standard deviation and Pearson’s Product Moment Correlation Coefficient.

The research findings were as follows: 1) The administrator’s competency in school under Kanchanaburi primary education service area office 4 as a whole were at a highest level. It was found that 7 parts were at the highest level and 4 parts were at a high level. 2) The information and communication technology management in school under Kanchanaburi primary education service area office 4 as a whole were at a high level. It was found that 1 part was at the highest level. and 4 parts were at a high level. 3) The relationship between administrator’s competency and information and communication technology management in school under Kanchanaburi primary education service area office 4 was positively correlated at a high level with a statistically significant at .01 level.

PHENOMENON-BASED LEARNING MANAGEMENT TO PROMOTE GLOBAL CITIZENSHIP FOR PEACEFUL COEXISTENCE AMONG GRADE 9 STUDENTS

Nattatat Kanchaisak — 2025-08-28

This research aims to 1) Study the current state and issues of learning management to promote global citizenship for peaceful coexistence among Grade 9 students and 2) Develop phenomenon-based learning management to promote global citizenship for peaceful coexistence among Grade 9 students in secondary schools in Pho Thale District, Phichit Province. This research is qualitative research. And collected data according to the research objective as follows: 1) In-depth interviews were conducted with social studies teachers and students, who were the primary informants selected based on purposive criteria, using structured interview guidelines. There were 8 participants. And 2) In-Depth interviews were also with 36 participants and 1 teacher observer who participated in the learning process. With the tools include: (1) In-depth interview guidelines, (2) Participant observation guidelines, and (3) An activity guide for phenomenon-based learning on the unit "Peaceful Coexistence."

The findings reveal that: 1) The current state and issues of learning management to promote global citizenship for peaceful coexistence among Grade 9 students: Curriculum and Content: While the content aligns with global citizenship concepts, teachers must independently select and adapt the materials. Teaching Methods: Lessons primarily focus on lectures and note-taking. Students: Family background influences students' motivation and classroom behavior. Teachers: Heavy workloads limit the time available for designing engaging learning experiences. Learning Environment: Although moral and ethical values are encouraged, some schools lack sufficient budget and resources. Teaching Materials: While teachers incorporate technology in the classroom, engaging and real-life-connected learning materials remain scarce. Assessment and Evaluation: Assessments primarily measure memorization, providing students with limited opportunities for reflective learning. (2) The development of phenomenon-based learning management to promote global citizenship and peaceful coexistence among Grade 9 students revealed that the learning activities aligned with the five key components of phenomenon-based learning: (1) Holisticity, (2) Authenticity, (3) Contextuality, (4) Problem-Based Inquiry Learning, and (5) Learning Process. Additionally, it was found that students demonstrated an increased sense of global citizenship and peaceful coexistence after participating in the phenomenon-based learning activities.

THE EVALUATION OF THINKING AND CREATIVELY PROBLEM SOLVING PROJECT OF HUASAI REUNPRACHABAN SCHOOL UNDER THE OFFICE NAKHON SI THAMMARAT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Anchana Rodrin — 2025-08-28

This research article aims 1) to evaluate the system assessment 2) to evaluate the program planning, 3) to evaluate the program implementation 4) to evaluate the program improvement, and 5) to evaluate the program certification to assess program certification (Program Certification) of the evaluation of thinking and creatively problem solving project at Huasai Reunprachaban school under the office Nakhon Si Thammarat primary educational service area office 3. the sample group consists of 1 school administrator, 6 teachers, and 278 students from Kindergarten 1 to Grade 6 at Hua Sai (Ruean Prachaban) School, totaling 285 participants. The evaluation tools for data collection in this evaluation include two questionnaires A questionnaire to assess opinions on the project system and project planning. A questionnaire to assess opinions on program implementation and program acceptance. In addition, an in-depth interview form (In-Depth Interview) was used to assess program improvement, totaling 1 form. and data analysis using percentages, means, and standard deviations

The results of the study showed that; Part 1, The evaluation of the project system for developing of creatively problem solving project of Huasai Reunprachaban school showed that, overall, the project was evaluated at the highest level. Part 2, The evaluation of project planning for developing of creatively problem solving project of Huasai Reunprachaban school showed that, overall, the project was evaluated at the highest level. Part 3, The evaluation of program implementation for developing of creatively problem solving project of Huasai Reunprachaban school showed that, overall, the project was evaluated at the highest level. Part 4, The evaluation of program improvement for developing of creatively problem solving project project of Huasai Reunprachaban school showed that, overall, the project was evaluated at the highest level. And Part 5, The evaluation of Acceptance of creatively problem solving project of Huasai Reunprachaban school includes experience-sharing activities and a variety of engaging programs. As a result, students have improved their thinking and analytical processes, leading to increased confidence in expressing themselves and learning how to think systematically. They are also able to apply the skills and knowledge gained to their studies and daily lives.

MANAGEMENT OF THE TEN POWERS SCIENCE PROJECT ACCORDING TO THE FOUR PRINCIPLES OF IDDHIPADA OF BANTUADTHONG SCHOOL NETWORK UNDER THE NAKHON SI THAMMARAT EDUCATIONAL SERVICE AREA OFFICE 1

Sunattra Kaewkao — 2025-08-29

This research article aimed to: 1) study the conditions of the Ten Powers Science Project of Ban Thuat Thong School Center Network, 2) Study the management guidelines for the Ten Powers Science Project according to the principles of Four Iddhipda of the Ban Thuat Thong School Center Network, 3) Present and evaluate the management guidelines of Ten Powers Science Project according to the principles of Four Iddhipda of the Ban Thuat Thong School Center network under the Nakhon Si Thammarat Primary Educational Service Area Office 1. This study employs a qualitative research methodology. The investigation of the current management conditions was conducted through in-depth interviews with 20 relevant stakeholders. The study of management approaches involved in-depth interviews with 10 key informants. Lastly, the proposal and evaluation of management approaches were carried out through a focus group discussion with seven experts. Data were analyzed using inductive analysis.

The results of the research found that: 1) Current management conditions: The schools lacked sufficient learning resources to support students effectively. Additionally, students had varying educational backgrounds and interests, leading to a lack of motivation to apply scientific knowledge in daily life. However, teachers strived to create an environment that encourages analytical thinking and problem-solving through continuous curriculum monitoring and assessment. 2) Guidelines for managing the Ten Powers Science Project according to the Four Iddhipda principles. It was found that the process of implementing the Ten Powers Science Project had the Four Iddhipda principles applied in every step of all 3 standards. 3) Evaluation of the proposed management approaches: Experts participating in the focus group discussion reached a unanimous agreement that the proposed management approaches were appropriate, feasible, and beneficial.

PRIORITY NEEDS FOR INFORMATION SYSTEMS IN THE ADMINISTRATION OF STUDENT AFFAIRS IN EXTRA-LARGE SCHOOLS UNDER THE NONTABURI SECONDARY EDUCATION SERVICE AREA OFFICE

Warunnapa Rinphat — 2025-08-29

This research aimed to 1) study the current conditions of using information systems in student affairs administration in extra-large schools under the Nonthaburi Secondary Educational Service Area Office, 2) study the desired conditions for using such information systems, and 3) analyze the essential needs for implementing information systems in student affairs administration. The study employed a quantitative research method using a questionnaire as the data collection tool. The sample group consisted of 310 teachers. The data were analyzed using frequency, percentage, mean, standard deviation, and the Priority Needs Index Modified (PNI_Modified).

The research findings revealed the following 1) The current conditions of using information systems in student affairs administration were at a high level overall. The highest mean score was in the use of systems for student support services. 2) The desired conditions were found to be at the highest level. The highest mean was also in the use of systems for student support services. 3) The essential requirements for utilizing information systems in student affairs administration within extra-large schools under the Nonthaburi Secondary Educational Service Area Office were identified, revealing the following order of priority: 1) information systems for student activity management, 2) information systems for democracy promotion, 3) information systems for guidance services, 4) information systems for behavior and discipline control, and 5) information systems for student care and support system development.

CITIZEN EDUCATION KNOWS RESPECT FOR RIGHTS OF HIGH SCHOOL STUDENTS IN BANGKOK

Pilailak Khammara — 2025-08-29

The objectives of this research were: 1) to study the level of citizen education that reflects respect for rights among upper secondary school students in Bangkok, and 2) to explore learning management approaches that promote citizenship characterized by respect for rights. This study employed a mixed methods approach and was conducted in two phases. In the first phase, a survey was administered to 399 upper secondary school students in Bangkok. The sample was selected using stratified random sampling, and the sample size was calculated using Yamane Taro’s formula. Data were collected using a five-point Likert scale questionnaire and analyzed using descriptive statistics: frequency, percentage, mean, and standard deviation. In the second phase, qualitative data were gathered through interviews with key informants to investigate instructional approaches for promoting citizen education with a focus on respect for rights. The data were analyzed using content analysis.

The research findings revealed the following: 1) The overall level of citizen education emphasizing respect for rights among upper secondary school students in Bangkok was found to be high. When analyzed by specific dimensions, all aspects were rated at a high level. The highest average score was observed in respect for others’ rights, followed by respect for social rights, while the lowest score was in the dimension of respect for one’s own rights. 2) instructional approaches to promote respect for rights among high school students in Bangkok consist of four components: (1) setting learning outcome goals, including (1) defining learning outcomes, strategies for goal setting, and establishing indicators of learning outcomes; Component 2: Content design; Component 3: Learning activity design; and Component 4: Assessment and evaluation design, which includes four aspects: (1) authentic assessment, (2) reflection and self-assessment, (3) use of diverse assessment tools, and (4) assessment based on potential and continuous development.

THE PRIORITY NEEDS IN DEVELOPING HUMAN RESOURCES MANAGEMENT FOR ENHANCING THE MORALE OF TRIAM UDOM SUKSA PATTANAKARN SCHOOL TEACHERS

Nuttha Kongpreecha — 2025-08-29

The objective of this research article was to study the current conditions, desired conditions, and priority needs for the development of Human Resources Management that enhances teacher morale in Triam Udom Suksa Pattanakarn Schools. This study employed a descriptive research methodology. The population consisted of 156 respondents, including 4 school administrators and 152 teachers. The research instrument was a questionnaire, validated for content validity by experts and tested for reliability with a Cronbach’s alpha coefficient of 0.985. The statistics used for data analysis included mean, standard deviation, and the Modified Priority Needs Index (PNI_Modified).

The research findings revealed as follows. (1) The current condition of Human Resources Management development to enhance teacher morale in Triam Udom Suksa Pattanakarn Schools was at a high level. Among the various aspects of Human Resources Management related to teacher morale, personnel development had the highest mean score, while promotion and transfer had the lowest. The desired condition was at the highest level, with personnel development again ranking highest, and promotion and transfer ranking lowest. (2) The priority needs index (PNI_Modified = 0.280) indicated that promotion and transfer had the highest priority needs (PNI_Modified = 0.339), followed by compensation and welfare (PNI_Modified = 0.286), while personnel development had the lowest priority needs (PNI_Modified = 0.215).

ADMINISTRATION OF COMMUNITY RELATIONS BASED ON SANGAHAVATTHU 4 OF BAN CHA-UAT SCHOOL UNDER NAKHON SI THAMMARAT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Prangthip Phromplot — 2025-08-29

The objectives of this research article were to: 1) study the condition of community relations management of Ban Cha-Uat School, 2) study the guidelines for community relations management according to the principles of the 4 social objects of Ban Cha-Uat School, and 3) to present the guidelines for community relations management according to the principles of Four Saṅgahavatthu of Ban Cha-Uat School, under the Office of the Primary Educational Service Area, Nakhon Si Thammarat Area 3. This is a qualitative research with 3 research steps: Step 1: Study the state of community relations management in educational institutions by conducting in-depth interviews with 15 relevant persons. Data were analyzed using content analysis. Step 2: Study the guidelines for community relations management according to the principles of the Four Saṅgahavatthu by conducting in-depth interviews with 5 experts. Data were analyzed using content analysis. Step 3: Present the guidelines for community relations management according to the principles of the Four Saṅgahavatthu by conducting focus group discussions with 7 experts. Data were analyzed using content analysis.

The results showed that: 1) The administration of community relations of Ban Cha-Uat School under Nakhon Si Thammarat primary educational service area office 3 followed by following observations without providing feedback, discussions, or reflections on problems, strengths, or areas for improvement. This limited the administration of community relations. the administration of community requires collaboration among administrators, teachers, community, and relevant personnel, focusing on systematic improvement, guidance, promotion, and development to achieve the institution's goals. The administration of community process comprises were: (1) Community Services, (2) Public Relations, (3) Promoting of Relationship with Community and Other Agencies, and (4) Community Assistances. 2) The guidelines for the administration of community relations based on the Four Saṅgahavatthu were applied together, which consisted of: (1) Dna (giving, charity), (2) Piyavc (kindly speech), (3) Atthacariy (useful conduct, life of service), and (4) Samnattat (even and equal treatment, equality consisting in impartiality). 3) The presentation of the guidelines for community relations management according to the principles of the Four Saṅgahavatthu of Ban Cha-Uat School, under the Office of the Primary Educational Service Area, Nakhon Si Thammarat Area 3, found that they were appropriate, feasible, and beneficial for the community relations management of Ban Cha-Uat School, under the Office of the Primary Educational Service Area, Nakhon Si Thammarat Area 3.

THE IMPACT OF DESIGN THINKING-BASED LEARNING ACTIVITIES IN THE CONTEXT OF MENTOR TEACHER SUPERVISION ON THE DESIGN THINKING MINDSET OF PRESERVICE SCIENCE TEACHERS

Sarawut Ramsri — 2025-08-29

This research aimed to (1) develop the design thinking mindset of preservice science teachers through design thinking-based learning activities within a mentoring context, and (2) compare the levels of their design thinking mindset before and after implementing these activities. The target group consisted of four fourth-year preservice teachers majoring in general science who were undertaking their teaching practicum at secondary schools. The research instruments included a set of learning activities based on the design thinking process and a design thinking mindset assessment. Data were analyzed using descriptive statistics and relative gain scores (G Scores).

The findings revealed that: 1) The design thinking-based learning activities, conducted under the supervision of mentor teachers, effectively enhanced the preservice science teachers’ design thinking mindset. This was particularly evident in the dimensions of belief in collaboration and optimism, both of which reached their full potential. 2) The preservice science teachers’ design thinking mindset after participating in the activities was higher than before across all dimensions, with a G Score of 1.0, indicating full potential development.

PUBLIC PARTICIPATION IN PREVENTION AND RESOLUTION OF DRUG PROBLEMS IN BANG PHLI YAI SUBDISTRICT ADMINISTRATIVE ORGANIZATION, BANG PHLI DISTRICT, SAMUT PRAKAN PROVINCE

Thanyapat Neenthammaroj — 2025-08-29

This research article aims 1) to study the level of public participation in preventing and solving drug problems in Bang Phli Yai Subdistrict Administrative Organization, Bang Phli District, Samut Prakan Province. 2) To study the problem of public participation in preventing and solving drug problems in the area of Bang Phli Yai Subdistrict Administrative Organization, Bang Phli District, Samut Prakan Province, and 3) To study the guidelines for promoting public participation in preventing and solving drug problems in the area of Bang Phli Yai Subdistrict Administrative Organization, Bang Phli District, Samut Prakan Province. Samut Prakan is a mixed method research, starting with quantitative research and followed by qualitative research using documentary research and in-depth interviews with key informants, analyzing data and summarizing according.

The research results found that; 1) The overall level of public participation in preventing and solving drug problems is at a moderate level. 2) The overall problems and obstacles to public participation in preventing and solving drug problems are at a high level. 3) Guidelines for promoting prevention and solving drug problems in the area of Bang Phli Yai Subdistrict Administrative Organization, Bang Phli District, Samut Prakan Province. When considering each aspect, it can be summarized as follows: (1) Guidelines for promoting participation in decision-making found that it should promote the recruitment of volunteers, recruit personnel to carry out activities to prevent and solve drug problems, support people in the community to participate in expressing their opinions to find gold together. (2) Guidelines for promoting participation in operations found that it should promote participation and support people in the area to cooperate with various agencies, monitor order, report clues of people involved in drugs and drug-related offenses, and campaign to provide knowledge to people in the area. (3) Guidelines for promoting participation in receiving benefits found that it should promote local people to cooperate in preventing and solving drug problems, promote people's quality of life, safety of life and property, and seriously enforce the law in implementing activities to prevent and solve drug problems in the area. (4) Guidelines for promoting participation in evaluation found that it should promote participation in expressing opinions, suggesting guidelines for preventing and solving drug problems, publicize the results of the activities, and continuously report the results of the activities. Support monitoring of the work of government officials. Local people should participate in inspecting the implementation of drug prevention and solving projects, including conducting satisfaction surveys on drug prevention and solving activities in the area.

DEVELOPMENT ANALYTICAL READING SKILLS FOR MATHAYOM SUKSA 5 STUDENTS USING GAME-BASED LEARNING MANAGEMENT WITH THE 5W1H

Wanwipa Pujean — 2025-08-29

This research article aimed 1) to compare the analytical reading ability of Grade 11 students before and after learning through game-based learning integrated with the 5W1H questioning technique, and 2) to study the students’ satisfaction toward the instructional management using game-based learning combined with 5W1H. The instructional approach was implemented using an experimental research design, specifically the One-Group Pretest-Posttest Design. The population consisted of 56 Mathayom Suksa 5 students from Pangmakha Wittayakom School in the second semester of the 2024 academic year. The sample comprised 25 students from Mathayom Suksa 5/1, selected by purposive sampling. The research instruments included: 1) a learning management plan for developing analytical reading ability using game-based learning combined with 5W1H, 2) an analytical reading ability test, and 3) a student satisfaction questionnaire regarding the game-based learning integrated with 5W1H. Data were analyzed using mean, percentage, standard deviation, and dependent t-test.

The research findings revealed that 1) A comparison of analytical reading ability showed that students' post-test scores were significantly higher than their pre-test scores at the .05 level of statistical significance (t = 11.97, p = 0.000), with a mean difference increase of 8.32. 2) The students' satisfaction with the learning management using game-based learning combined with the 5W1H approach was, overall, at a high level.

STRENGTHENING HUMAN RELATIONS IN THE ORGANIZATION BASED ON SARANIYADHAMMA VI OF SCHOOLS IN THUGYAI CONSORTIUM UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE NAKHON SI THAMMARAT

Saifon Jansrinual — 2025-08-29

This research article aimed to: 1) Study the state of human relations in the organizations of schools in Thungyai Consortium, 2) Explore the ways to enhance human relations in the organization based on the principles of Six Sraṇiyadhamma of schools in Thungyai Consortium, and 3) Present and evaluate the approach for enhancing human relations in the organization based on the Six Sraṇiyadhamma of schools in Thungyai Consortium. This is a qualitative research study, with data collected through in-depth interviews with 15 stakeholders, 5 experts, and 7 group discussion participants. Qualitative data were analyzed using content analysis.

The research findings revealed that: 1) The state of enhancing human relations in the organization was not yet systematic, with unclear communication and a lack of continuity in collaboration. Personnel did not share or listen to each other’s opinions, and physical and mental environment was not as conducive as it should be. Therefore, enhancing human relations in the organization required careful planning and continuous implementation for sustainable development. 2) The approach to enhancing human relations in the organization, according to the Six Sraṇiyadhamma principles of the schools in Thungyai Consortium, consisted of 1. Understanding oneself, 2. Understanding others, and 3. Understanding the environment, in accordance with the Six Sraṇiyadhamma principles. The implementation steps included knowledge creation planning, organizing activities to enhance human relations in the organization, and monitoring and evaluating the results. 3) In presenting and evaluating the approach to enhancing human relations in the organization based on the Six Sraṇiyadhamma principles, it was found that this was appropriate, feasible and useful for use in enhancing human relations in organizations.

DEVELOPING GEOGRAPHY COURSE FOR ENHANCING GLOBAL CITIZENSHIP

Sirinat Wetchakama — 2025-08-29

This research article aims to: (1) develop a geography course to enhance global citizenship for upper secondary students, and (2) evaluate the quality of the developed course. These objectives were addressed through a participatory action research (PAR) approach. The research process began with collaborative knowledge building among teachers as co-researchers, followed by the co-development of the course structure, design of learning units, specification of learning outcomes, learning activities, instructional materials, assignments, and assessments aligned with the attributes of global citizenship. Upon completion of the course materials, a focus group of experts was consulted to review the course quality, leading to subsequent revisions based on their recommendations. For the final evaluation, 25 stakeholders and experts in relevant fields assessed the course in terms of accuracy, appropriateness, feasibility, and usefulness. Data were analyzed by calculating mean scores and standard deviations and interpreted based on predefined quality criteria.

The findings revealed that: 1) The developed course consists of five units corresponding to five dimensions of global issues. Each unit integrates learning outcomes that combine global citizenship attributes with key geographical concepts, consistent with curriculum standards and indicators. 2) The overall quality of the geography course was rated at the highest level.

CREATING ANIMATION MEDIA FOR STUDYING SCIENCE ON WAVE AND LIGHT TO ENCOURAGE UNDERSTANDING OF SCIENCE LEARNING OF MATHAYOMSUKSA THREE

Phenpimol Boonchu — 2025-08-29

The purpose of this research are 1) To create an animation media for learning science on waves and light for Mathayom 3 students with an efficiency of E1/E2 according to the criteria of 80/80. 2) To study the understanding of learning science on waves and light that was organized by using animation media for learning before and after learning. 3) To study the level of satisfaction with animation media for learning science on the topic of waves and light for Mathayom 3 students. The sample consisted 40 in Mathayom 3 students 1 classroom of Wat Thong Kung "Pairoj Prachasan" School in the second semester of the academic year 2024, by using cluster random sampling technique. The research instruments included science learning animation media, the learning management plans of science, science learning understanding tests, and satisfaction measurement forms for science learning animation media on the topic of waves and light. The statistics used in data analysis included mean and standard deviation. E1/E2 Efficiency Test Dependent Sample t-test.

The results indicated that 1) The efficiency of the animation media for learning science on Waves and light, of Mathayom 3 students is 88.36/85.17 2) The understanding score before learning has an average of 17.42 and after has an average of 34.02, indicating that the post-learning score is higher than the pre-learning score 3) The satisfaction of the students with the animation media for learning science on Waves and light, of Mathayom 3 students in overall average is 4.51 at the highest level.

THE DEVELOPMENT OF THE CREATIVE LEADERSHIP BASED ON THE FOUR VUDDHI-DHAMMA OF SCHOOL ADMINISTRATORS IN CHA-UAT DISTRICT UNDER NAKHON SI THAMMARAT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Saovapa Jamjaratsrisiri — 2025-08-29

The objectives of this research article were: 1) to study the current conditions in the development of the creative leadership of school administrators in Cha-Uat District, Nakhon Si Thammarat Primary Educational Service Area Office 3, 2) to investigate the development of the creative leadership based on the Four Vuḍḍhi-Dhamma of school administrators in Cha-Uat District, Nakhon Si- Thammarat Primary Educational Service Area Office 3, and 3) to propose guidelines for the development of the creative leadership based on the Four Vuḍḍhi-Dhamma for school administrators in Cha-Uat District, Nakhon Si Thammarat Primary Educational Service Area Office 3. This is qualitative research that collected data by using in-depth interviews with 15 involved persons about the participation condition, 5 experts in guideline creation, and 7 experts by using focus group discussion to evaluate feasibility, suitability, and utility. Data were analyzed qualitatively using content analysis.
The results showed that: 1) The current conditions in development of the creative leadership of school administrators in Cha-Uat district found that in terms of imagination, school administrators inspired and encouraged teamwork, providing teachers with opportunities to express their opinions and developing new innovations. However, obstacles included slow operations and a lack of clarity, leading to uncertainty and conflicts. Regarding flexibility, administrators listened to the opinions of personnel and were opened to change, resulting in creative development and a positive learning environment. However, challenges included delays in implementation, resistance, and a lack of support from school personnel. In terms of vision, administrators set clear and creative goals, ensuring a definite direction for operations while allowing school personnel to participate in achieving success. This fosters motivation and commitment among staff toward school development. Nevertheless, obstacles such as a lack of understanding among personnel, insufficient internal support, and limited resources hinder the full realization of the intended vision. In term of trust, administrators acknowledged differing viewpoints and promote fair organizational progress, leading to an improved working atmosphere. However, a lack of clarity sometimes caused confusion and uncertainty among staff. Concerning creativity, administrators emphasized skill and experienced enhancement among personnel while encouraging teamwork. This fostered openness to learning and continuous professional development. However, conflicts may arise due to resistance from personnel who opposed creative approaches. 2) The guidelines for the development of creative leadership based on Four Vuḍḍhi-Dhamma principles of school administrators in Cha-Uat district, under Nakhon Si Thammarat Primary Educational Service Area Office 3, These aspects included: Imagination, Flexibility, Vision, Trust, and Creativity. These elements were applied in conjunction with the Four Vuḍḍhi-Dhamma, which consisted of (1) Sappurisasam ̇seva (Associating with virtuous and wise individuals), (2) Saddhammassavana (Listening to and learning true wisdom), (3) Yonisomanasika ̅ra (Thoughtful and analytical reflection), (4) Dhamma ̅nudhamṭmapatipatti (Practicing the Dhamma in accordance with the Dhamma). 3) The proposed guideline for the development of the creative leadership based on the Four Vuḍḍhi-Dhamma for school administrators in Cha-Uat district was found to be feasible, appropriate, and beneficial.

DEVELOPMENT OF SCIENCE COMMUNICATION SKILLS AND LEARNING ACHIEVEMENT OF PRATOMSUKSA 5 STUDENTS ON THE TOPIC OF FORCE AND ENERGY BY USING PROBLEM-BASED LEARNING INTEGRATED WITH CONCEPT MAPPING

Pumai Aukepin — 2025-08-30

This research aims to 1) To develop a problem-based learning management plan with a conceptual structure of Prathomsuksa 5 students on the topic of Force and Energy to achieve the criteria of 80/80. 2) To compare science communication skills of Prathomsuksa 5 students before and after learning with problem-based learning Integrated with concept mapping. 3) Comparison of the learning achievement of Prathomsuksa 5 students before and after learning with problem-based learning Integrated with concept mapping. 4) To study the satisfaction of the Prathomsuksa 5 students with problem-based learning management Integrated with concept mapping. The sample, obtained through cluster random sampling, consisted of 40 Prathomsuksa 5 students, studying in the second semester of the 2024 academic year at Banpangkhon (Chapasamakkhiwitthaya) School. By group sampling, the statistics used in the research were mean, standard deviation. and independent group T-test statistics.

The results showed that 1) A problem-based learning Integrated with concept mapping of Prathomsuksa 5 students on Force and Energy. It is as efficient as 84.47/80.46, which meets the 80/80 Criterion. 2) The compare science communication skills for Prathomsuksa 5 students, school were significantly higher than before Level of .01. 3) The academic achievement of Prathomsuksa 5 students after school was significantly higher than before at the level of .01. 4) The students were satisfied with the problem-based learning combined with concept mapping at the highest level.

EFFECTIVENESS OF STEAM EDUCATION WITH SOCIAL MEDIA NETWORKS PROMOTING SCIENTIFIC MIND TOWARDS SCIENCE AMONG MATHAYOMSUKSA 1 STUDENTS

Nuthinee Kantasima — 2025-08-30

The objectives of this study were to investigate the Scientific Attitudes of Mathayomsuksa 1 students after receiving learning management based on the STEAM Education approach with the use of online media. The sample in this study consisted of 34 students from Mathayomsuksa 1/2 at Nonsungsritani School, under the Secondary Education Service Area Office, Nakhon Ratchasima, who were studying in the first semester of the academic year 2024 and were selected through simple random sampling. The research instruments used were: 1) a lesson plan based on the STEAM Education approach with the use of social media. 2) a Scientific Attitudes Survey.

The results of this study revealed that: The Scientific Attitudes of Mathayomsuksa 1 students who received learning management based on the STEAM Education approach, combined with the use of social media, showed a significant increase after the intervention compared to before, at a significance level of .05.

GUIDELINE FOR PROMOTING INFORMATION TECHNOLOGY FOR LEARNING MANAGEMENT BASED ON THE FIVE BAHUSUTA OF TEACHER AT BAN CHA-UAT SCHOOL UNDER NAKHON SI THAMMARAT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Santipap Puttinet — 2025-08-30

The objectives of this research article were to: 1) study the status of promoting the use of information technology for learning management of teachers at Ban Cha-Uat School, 2) study the guidelines for promoting the use of information technology for learning management according to the Five Bahusuta Principles of teachers at Ban Cha-Uat School, and 3) present the guidelines for promoting the use of information technology for learning management according to the Five Bahusuta Principles of teachers at Ban Cha-Uat School, Nakhon Si Thammarat Primary Educational Service Area Office 3. This research was qualitative research. Data were collected through in-depth interviews with 15 relevant persons, in-depth interviews with 5 experts to draft the manual, and focus groups with 7 experts to evaluate the appropriateness, feasibility, and usefulness. Qualitative data were analyzed through content analysis.

The results of the study were as follows: 1) Support for the use of information technology for learning management of teachers at Ban Cha-Uat School found that the promotion and development of teachers, the objectives of using information technology for learning management and keeping up with the current era, but teachers did not understand the use of information technology. Teachers did not receive training in the use of information technology for learning management at least once per semester and were not interested in the use of information technology for learning management. 2) Guidelines for promoting the use of information technology for learning management to the Five Bahusuta Principles of teachers at Ban Cha-Uat School under the Office of the Primary Educational Service Area of Nakhon Si Thammarat Area 3, which the steps were as follows: (1) Policy determination, (2) Resource allocation, (3) Teacher development in information technology, (4) Promotion, support of information technology use, (5) Supervision, monitoring and evaluation by applying the Five Bahusuta Principles, consisting of (1) Bahussata, which means listening a lot (2) Dhat, which means remembering, (3) Vacasparicit, which means reciting fluently, (4) Manasnupekkhit, which means focusing until it becomes memorized until it can create an image in the mind, and (5) Diṭṭhiy Sapaṭividdh, which means digesting with theory. 3) Presentation of guidelines for promoting the use of information technology for learning management to the Five Bahusuta Principles 5 of teachers at Ban Cha-uat School, Office of the Primary Educational Service Area of Nakhon Si Thammarat Area 3 found that it was appropriate, possible and beneficial for personnel management according to the Five Bahusuta Principles of educational institutions.

INNOVATIVE LEADERSHIP OF ADMINISTRATORS AND TEACHERS’ QUALITY OF WORK LIFE UNDER SECONDARY EDUCATIONAL SERVICE AREA OFFICE PHETCHABURI

Thanyapohn Klomsakun — 2025-08-30

The purposes of this research were to determine 1) the innovative leadership of school administrators under Secondary Educational Service Area Office Phetchaburi 2) the quality of work life of teachers in educational institutions under Secondary Educational Service Area Office Phetchaburi and 3) the relationship between innovative leadership of school administrators and the quality of work life of teachers in educational institutions under Secondary Educational Service Area Office Phetchaburi. The sample group consisted of 19 educational institutions under Secondary Educational Service Area Office Phetchaburi. Six individuals were selected from each institution, including one school director, one deputy school director/assistant school director, one head of a subject group, and three teachers, totaling 114 respondents. The research instrument was questionnaire about innovative leadership based on Metcalf’s concept and quality of work life based on the framework of the Office of the Civil Service Commission. The statistical methods used for data analysis included frequency, percentage, arithmetic mean, standard deviation, and Pearson’s product – moment correlation coefficient.

The research findings revealed that: 1) The overall level of innovative leadership among school administrators under Secondary Educational Service Area Office Phetchaburi was high. 2) The overall quality of work life of teachers in educational institutions under Secondary Educational Service Area Office Phetchaburi was also high. and 3) The relationship between innovative leadership of school administrators and the quality of work life of teachers in educational institutions under Secondary Educational Service Area Office Phetchaburi was found correlated in high level at .01 of statictical significance which was positive correlated.

THE SCHOOL MANAGEMENT AND LEARNER’S QUALITY UNDER RATCHABURI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Patsaraporn Leelalert — 2025-08-30

The purposes of this research were to know 1) the school management under Ratchaburi primary educational Service Area Office 2 2) learner's quality under Ratchaburi primary educational Service Area Office 2 3) the relationship between the school management and learner's quality under Ratchaburi primary educational Service Area Office 2. The simple were 101 schools under Ratchaburi primary educational Service Area Office 2. The research instrument was a questionnaire concerning the school management and learner's quality on Office for National Education Standards and Quality Assessment (Public Organization). The statistical used to analyze the data were frequency, percentage, arithmetic mean, standard deviation and Pearson’s product moment correlation coefficient.

The research findings were as follows; 1) The school management under Ratchaburi primary educational Service Area Office 2 were at a high level. 2) Learner's quality under Ratchaburi primary educational Service Area Office 2 were at a high level. 3) There was a relationship between the school management and learner's quality under Ratchaburi primary educational Service Area Office 2 in overall had a middle positive correlation with statistical significance at .01 and correlation coefficient (r_xy= 0.659)

THE EVALUATION OF THE BRIGHT LITTLE MINDS CARING FOR GOODNESS PROJECT AT WATMOOKTHARA SCHOOL, NAKHON SI THAMMARAT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Nutteera Kaewkaemthong — 2025-08-30

This research article aims to assess the project system (System Assessment), project planning (Program Planning), project implementation (Program Implementation), project improvement (Program Improvement), and project certification (Program Certification) of the " The Evaluation of the Bright Little Minds Caring for Goodness Project at Watmookthara School Under Nakhon Si Thammarat Primary Educational Service Area Office 1" program. The sample group consisted of 205 participants, including 20 administrators and teachers, as well as 185 students and parents from Watmookthara School. The data collection tools comprised two parts. Part 1 included three sets of questionnaires: the first set focused on system assessment and program planning; the second set focused on program implementation and improvement; and the third set focused on program certification. Part 2 consisted of in-depth interview

The research found that the assessment of the “The Evaluation of the Bright Little Minds Caring for Goodness Project at Watmookthara School Under Nakhon Si Thammarat Primary Educational Service Area Office 1” comprised five parts. Part 1: The assessment of the project system showed the highest level of appropriateness. Part 2: The assessment of project planning was also at the highest level of appropriateness. Part 3: The assessment of project implementation showed the highest level of appropriateness. Part 4: The assessment of project improvement suggested increasing the attractiveness of public relations, improving score recording through an online system to reduce teachers’ workload, ensuring fairness in scoring with clear rules, giving all students the opportunity to earn points, and expanding the project’s impact to families by allowing parents to participate for example, awarding points for helping with household chores. Part 5: The assessment of project certification indicated overall satisfaction that met all evaluation criteria.

THE DEVELOPMENT ATTRIBUTE VOLUNTEER BY THE SCOUT ACTIVITY OF BANPLAISOK SCHOOL UNDER SURATTHANI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Supatchai Rittidat — 2025-08-30

This research article aimed to: 1) study the characteristics of volunteerism among students at Ban Plai Sok School, 2) explore ways to develop volunteerism characteristics through Scout activities at Ban Plai Sok School, and 3) present and evaluate methods for developing volunteerism characteristics through Scout activities at Ban Plai Sok School. This is a qualitative research study, with data collected through in-depth interviews with 15 stakeholders, in-depth interviews with 5 experts, and group discussions with 7 qualified individuals. The tools used included interview and group discussion evaluation forms. The data were analyzed qualitatively using content analysis.

The results of the study were as follows: 1) The characteristics of volunteerism among students at Ban Plai Sok School consisted of five components: (1) Gratitude: Some students need to be asked or assigned tasks before offering help. (2) Helping others: Some students only offered help when asked or when given direct instructions. (3) Sharing: Some students did not share things with others or only share with their own group. (4) Caring for communal property: Some students did not handle communal items carefully or properly store them after use. (5) Participation in activities: Students regularly participated in activities organized by the school or other agencies that benefit the school, community, and society. However, if the activity was a typical lecture, students may lose interest and not want to participate. 2) The approach to developing volunteerism characteristics through Scout activities at Ban Plai Sok School consisted of the following components: (1) Title, (2) Principles and rationale, (3) Objectives of the approach, (4) Implementation strategies, and (5) Monitoring and evaluation. The approach included 5 characteristics of volunteerism, which were: (1) Gratitude and thankfulness, (2) Helping others, 3) Sharing, 4) Taking care of public property, and (5) Participating in activities. The Scout activities consisted of 4 components: (1) Organizing Scout activities in the school based on the curriculum, (2) Scout ceremonies, (3) Special Scout subjects, and (4) Hiking and camping activities. 3) The presentation and evaluation of the approach to developing volunteerism characteristics through Scout activities at Ban Plai Sok School found that it was appropriate, feasible, and beneficial for use in developing volunteerism characteristics through Scout activities.

THE ADMINISTRATOR’S COMPETENCY AND THE EFFECTIVENESS OF SCHOOL UNDER RATCHABURI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Wanrudee Chaloeichanya — 2025-08-30

This research aims to: 1) Examine the competency of school administrators of school under Ratchaburi Primary Educational Service Area Office 2 2) Evaluate the effectiveness of school under Ratchaburi Primary Educational Service Area Office 2 3) Investigate the relationship between the competency of school administrators and school effectiveness of school under Ratchaburi Primary Educational Service Area Office 2. This study employs a descriptive research design and follows three phases 1) Research project preparation 2) Research implementation 3) Research report presentation. The study utilizes a one-shot, non-experimental case study approach, analyzing 108 schools under the Ratchaburi Primary Educational Service Area Office 2. Data were collected from two respondents per school, comprising one school director and one teacher, totaling 216 respondents. The research instrument employed was a questionnaire assessing administrator competency based on the conceptual framework of Hellriegel, Jackson, and Slocum, as well as school effectiveness based on the framework of Lunenburg and Ornstein. The statistical tools used for data analysis included Frequency, Percentage, Arithmetic mean, Standard deviation and Pearson’s correlation coefficient.

The research findings indicate that 1) The overall competency of school administrators under the Ratchaburi Primary Educational Service Area Office 2 is at a high level 2) The overall effectiveness of schools under the same jurisdiction is also at a high level 3) The competency of school administrators has a statistically significant positive correlation with school effectiveness at the 0.01 level, indicating a strong and consistent relationship.

THE DEVELOPMENT OF AN OPERATIONS MANUAL INFORMATION SYSTEM FOR STUDENT AFFAIRS ADMINISTRATIVE ENCOURAGEMENT IN KOHSAMUI SCHOOL UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE SURATTHANI CHUMPHON

Patcharin Nuprain — 2025-08-30

This research aims to 1) study the student affairs administration of Koh Samui School, 2) develop a manual for information system operations to promote student affairs administration of Koh Samui School, and 3) present the use of the manual for information system operations to promote student affairs administration of Koh Samui School, Surat Thani-Chumphon Secondary Education Area Office. This research was conducted using qualitative methods by conducting in-depth interviews with 15 relevant persons, in-depth interviews with 5 experts to draft guidelines, and focus groups with 7 experts to assess feasibility, appropriateness, and usefulness. The qualitative data were analyzed using content analysis.

The research results found that: 1) The student affairs administration of Koh Samui School is located in a special area, resulting in continuous personnel transfers and the need to allocate new personnel to fill vacant positions, especially in the student affairs administration department, which is responsible for taking care of, monitoring, and assisting students in terms of guidance, activities, administration, and welfare. When personnel are changed frequently, operations are inconsistent and delayed, affecting the efficiency of student affairs administration. Which has not been implemented fully and efficiently as it should be. 2) Information system operation manual for promoting student administration of Koh Samui School, consisting of (1) guidance work (2) student activities work (3) administration work (4) student welfare work, all 4 areas have organized information systems for student administration in a systematic manner, namely, data collection, data verification, data processing, information storage, information presentation, and information application. And 3) Presentation of the use of the information system operation manual for promoting student administration of Koh Samui School, Surat Thani-Chumphon Secondary Educational Service Area Office, found that it is possible, appropriate, and useful in promoting student administration of Koh Samui School.

SCHOOL ADMINSTRATOR’S DECISION MAKING AND CURICULUM IN SCHOOL UNDER KANCHANABURI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Siraprapa Akkaraphichart — 2025-08-30

This research was purposed to know 1) Decision of school administrators under the Kanchanaburi primary educational service office 1 2) Curriculum management in school under the Kanchanaburi primary educational service office 1 and 3) Relation between Decision of school administrators under the Kanchanaburi primary educational service area office 1. The samplings of this research were educational institution of educational institution under the Kanchanaburi primary educational service office 1 103 samplings, key performances were 2 per each educational institution consists of 1 of educational administrator and 1 teacher total 206. The research tool is questionnaire about decision making of educational administrators of Gordon, and curriculum administration follow by academic office and educational standards, the statistic are frequency, percentage, arithmetic middle, standard deviation and Pearson's correlation coefficient.

The result found that 1) Decision making of administrators of educational institution under the Kanchanaburi primary educational service office 1 overall and each aspect is at a high level arrange the arithmetic mean values from highest to lowest as follows searching for alternatives, situation analysis, decision evaluation, decision, setting objectives, and evaluating alternatives. 2) Curriculum administration of educational institution under the Kanchanaburi primary educational service office 1 overall and each aspect is at a high level arrange the arithmetic mean values from highest to lowest as follows planning for implementing the school curriculum, preparation of school curriculum, conclusion, operations and report writing, supervision, monitoring and evaluation, improving and developing the curriculum management process, implementation of curriculum management and preparation of educational institutions. 3) Decision making of administrators of educational institution under the Kanchanaburi primary educational service office 1 statistical significance as 0.01 at high level and correlation coefficient (r_xy= 0.871)

DEVELOPMENT OF STRATEGIC LEADERSHIP BASED ON BALA 4 FOR SCHOOL ADMINISTRATORS IN LANSAKA NETWORK GROUP 5 UNDER NAKHON SI THAMMARAT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Kotchakorn Klaingsong — 2025-08-30

The objectives of this research article were to: 1) study the current conditions in development of strategic leadership for school administrators, 2) investigate the development of strategic leadership based on the Four Bala principles, and to 3) propose guidelines for the development of strategic leadership based the Four Bala principles for school administrators in Lan saka Network Group 5 under Nakhon Si Thammarat Primary Educational Service Area Office 1. This is a qualitative research with 3 research steps: Step 1) Study of the developing strategic leadership status of administrator. The data were collected through in-depth interviews with 15 relevant participants. Step 2) Study the guidelines for developing of administrator strategic leadership based on the Four Bala principles through in-depth interviews with 5 experts to draft the guidelines. The data were analyzed using content analysis based on the interview format. Step 3) Presenting guidelines for the development of administrator strategic leadership based on the Four Bala principles through a panel discussion consisting of 7 experts to ensure appropriateness, assess feasibility, and evaluate potential benefits. Analyzing the data using content analysis based on the guiding questions for the focus group discussion.

The results showed that: 1) The state of strategic leadership among school administrators in the Lan Saka Network 5 revealed that school management lacked effective communication. Most personnel did not fully understand the established guidelines and had limited participation. The strategies employment remained unchanged from previous years, without adaptation to the current situation. Strategic leadership consisted of five key components: (1) setting the organization's direction, (2) ethical practice, (3) strategy formulation, (4) strategy implementation, and (5) strategy control and evaluation. 2) The development approach for strategic leadership among school administrators integrated the five components with the Four Bala principles, which included: (1) Paññ-bala – wisdom and intelligence, (2) Viriya-bala – perseverance and diligence, (3) Anavajja-bala – integrity and fairness, and (4) Saṇgaha-bala – good human relations. 3) The proposed development framework for strategic leadership based on the Four Bala principles was evaluated through a focus group discussion with seven experts. The findings indicated that the framework was appropriate, feasible, and beneficial for enhancing strategic leadership among school administrators within the Lan Saka Network 5 under the Nakhon Si Thammarat Primary Educational Service Area Office 1.

DEVELOPMENT OF SELF-DISCIPLINE OF STUDENTS THROUGH SCOUT ACTIVITIES, WAT PHRA MAHATHAT SCHOOL, UNDER THE OFFICE OF THE PRIMARY EDUCATION AREA, NAKHON SI THAMMARAT, AREA 1

Krittiyaphon Phetchchana — 2025-08-30

This research article aimed to 1) study the self-discipline of students at Wat Phra Mahathat School, 2) study the ways to develop students' self-discipline through scout activities at Wat Phra Mahathat School under the Nakhon Si Thammarat Primary Educational Service Area Office 1, and 3) presenting guidelines for developing self-discipline in students through scout activities at Wat Phra Mahathat School, under the Office of the Primary Education Nakhon Si Thammarat Area 1. It is a qualitative research by conducting in-depth interviews with 15 stakeholders, in-depth interviews with 5 experts, and focus group discussions with 7 experts. The research tools were interview forms and focus group discussions. Data were analyzed using content analysis.

The research results found that: 1) the self-discipline of students at Wat Phra Mahathat School focused on important characteristics, including patience, responsibility, determination, self-confidence, leadership, determination, and honesty. Problems found: The school had more students than the area could accommodate, causing overcrowding. Teachers were not able to provide adequate care, making it difficult to control student behavior. Social media was not moderated, causing children to imitate inappropriate behavior. 2) Guidelines for developing self-discipline in students through scout activities at Wat Phra Mahathat School included: 1) Patience, 2) Responsibility, 3) Determination, 4) Self-confidence, 5) Leadership, 6) Determination, and 7) Honesty by integrating with scouting activities, the implementation steps included planning, implementation, monitoring and development and improvement. 3) The presentation of the guidelines for developing self-discipline in students through the scout activities of Wat Phra Mahathat School as all experts in the focus group agreed that it was appropriate, feasible, and beneficial for use in developing self-discipline in students.

A SELF-LEARNING AREA OR YOUTH IN NONTHABURI PROVINCE

PhrakhruOpatnontakitti — 2025-08-30

This research article aimed to 1) extract lessons learned from model learning spaces in Thai society, 2) develop self-learning spaces for youth in Nonthaburi Province, and 3) establish a network of self-learning spaces for youth in Nonthaburi Province. Qualitative research and action research were conducted. The key informants included 15 individuals, including administrators, teachers, youth center administrators, and community leaders from model learning spaces at Rung Arun School and the Panyawat Thai Traditional Medicine Development Center. Additionally, 95 youth and visitors to the Wat Chan Thai Traditional Medicine Clinic were included. Focus group discussions were conducted with 10 experts. The research instruments included interviews, questionnaires, and focus group discussions.

The research results found that: 1) There were two model learning spaces in Thai society, namely Rung Arun ZERO WASTE from Rung Arun School: This is a model for training children and youth to practice self-discipline and develop analytical and systematic problem-solving skills, particularly in waste management. It helps them live happily in society and continue to innovate and Panyawat Thai Traditional Medicine Development Center: This model trains children and youth to work together to conserve, preserve, and expand upon the Thai wisdom of traditional medicine and massage. Through this, young people can achieve good physical and mental health, create growth hormones, and work with others who are different from them. They can also study, practice, and develop this knowledge to be integrated and applied in daily life, leading to a career that can support themselves and their families. The knowledge from these two model learning spaces will be used to develop a self-learning space for youth in Nonthaburi Province. 2) Development of Learning Space, a self-learning space for youth in Nonthaburi Province. The researchers worked with the temple committee and experts in traditional Thai medicine and massage to develop the temple into a youth self-learning space in Nonthaburi Province. By drawing on lessons from the model learning spaces mentioned previously, they transformed the "Wat Chan Thai Traditional Medicine Clinic" or also known as "Phumrawet Thai Traditional Medicine Clinic to be a learning area and encourage youth to learn Thai massage and develop it into a career to support themselves and their families. The process of developing the Wat Chan Thai Traditional Medicine Clinic as a self-learning space was evaluated by gathering opinions from youth and clinic service users. The results showed that all three aspects of the development were at a high level. 3) Creating a network of self-learning spaces for youth in Nonthaburi Province at the Bang Oi Chang Temple Museum, Nonthaburi Province. The network creation process included: 1) Realizing the need for a youth self-learning space network in the province. 2) Contacting temples that would be willing to join the network after making a joint decision. 3) Creating a shared commitment by inviting speakers on local culture, lifestyle, and wisdom to provide knowledge on developing a self-learning space. 4) Developing relationships by having the researcher continuously visit the Bang Oi Chang Temple abbot and other relevant people to strengthen the network. 5) Organizing joint activities, the researcher organized public relations activities for the network alongside the member temples and both public and private agencies.

THE DEVELOPING LOCAL CURRICULUM ACCORDING TO THE MARITIME ZONE CURRICULUM IN THAILAND OF WAT MUKTHARA SCHOOL UNDER NAKHON SI THAMMARAT PIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Pakdee Promkaew — 2025-08-30

The objectives of this research were: 1) to study the status of the local curriculum at Wat Mukthara School, 2) to develop a local curriculum on Thailand’s maritime zones for Wat Mukthara School, and 3) to evaluate the local curriculum based on Thailand’s maritime zones for Wat Mukthara School. This study employed qualitative research methodology. The process included three phases: 1) studying the current state of the curriculum through in-depth interviews with 15 key informants, 2) developing the curriculum through in-depth interviews with 5 key informants, and 3) evaluating the curriculum with 15 experts. Data were analyzed using inductive analysis.

The research findings revealed that: 1) The existing local curriculum at Wat Mukthara School was not comprehensive in addressing the community’s context, nor did it meet the needs of students, parents, and the community. The teaching and learning activities lacked engagement, and the curriculum documents were incomplete, with content that was inappropriate for students and the community. 2) The curriculum development process consisted of six stages: (1) studying and analyzing fundamental data, (2) designing and drafting the curriculum, (3) preparing curriculum documents, (4) reviewing and piloting the curriculum, (5) implementing the curriculum, and (6) evaluating the curriculum. The key components of the local curriculum included: (1) curriculum significance, (2) vision, (3) objectives, (4) mission, (5) core competencies of learners, (6) desirable characteristics, (7) content structure, (8) subject structure, (9) learning assessment forms, (10) assessment and evaluation criteria, (11) additional learning resources. 3) The curriculum evaluation indicated that the curriculum was appropriate, feasible, beneficial, and accepted by relevant organizations. The curriculum was beneficial to the local community and aligned with the context of the school, which is located in a coastal area.

THE PRIORITY NEEDS ANALYSIS TO ENHANCE THE CONCEPT OF SUBJECTIVE WELL-BEING FOR SECONDARY SCHOOLS

Niracha Phopromsri — 2025-08-30

This research article was conducted using a survey research method. The objective of this research was to analyze the priority needs academic management to enhance the concept of Subjective Well-being for secondary schools. The sample used in this research included 343 secondary schools under the Office of the Basic Education Commission, Ministry of Education. All the samples were chosen by using the Multi-Stage random sampling method. The data were provided by 3 people of each school including the school director, the deputy director of the academic administration, the head of academic affairs, and teachers with a total number of 1,029 people. The data were collected by using a 5 rating-scale questionnaire and 83.67% of the questionnaires were returned and analyzed by using frequency distribution, percentage, mean, standard deviation, and Modified Priority Needs Index (PNI_modified).

The findings revealed that the highest ranking of priority needs in academic management to enhance the concept of Subjective Well-being for secondary schools, are the assessment and evaluation area. Meanwhile, teaching management and learning process development area was rated as the least priority need rank. Considering each sub-item, it was found that throughout all the 3 areas of academic management, the kind of Subjective Well-being ranked with the highest index value of priority needs was positive and negative feeling. The sub-item within the Subjective Well-being which was rated with the highest index value was a sense of meaning in life.

THE LOCAL CURRICULUM ADMINISTRATION ON PARTICIPATION OF EDUCATIONAL INSTITUTIONS IN HUASAI NETWORK 1 UNDER NAKHON SI THAMMARAT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Khanittha Chanthong — 2025-08-30

This research aims to 1) study the local curriculum administration of educational institutions in Huasai network 1. 2) study the approach to participatory local curriculum administration of educational institutions in Huasai network 1. 3) present the approach to participatory local curriculum administration of educational institutions in Huasai network 1 under Nakhon Si Thammarat Primary Educational Service Area Office 3.This study employs a qualitative research approach, collecting data through in-depth interviews with 15 stakeholders, expert interviews with 5 specialists to draft an approach, and focus group discussions with 7 experts to assess feasibility, appropriateness, and benefits. The qualitative data were analyzed using content analysis.

The findings revealed that: 1) the local curriculum administration of educational institutions in Huasai network 1. The administration of the local curriculum involves the appointment of appropriate personnel, both internal and external, to oversee its implementation. The academic head teacher serves as the primary responsible person, while schoolteachers actively participate in the process. However, the basic data collected for curriculum development is limited to a small group of informants, which does not adequately reflect the trends and changes within the community. As a result, the content of the local curriculum does not align with the current transformations in the community. Additionally, some teachers lack the necessary knowledge and skills in curriculum design. Moreover, the community has minimal involvement in both the development and implementation of the local curriculum in the learning process. Although the curriculum is assessed by the group of teachers responsible for its development, the process of curriculum improvement and refinement lacks continuity and systematic implementation. 2) the approach to participatory local curriculum administration of educational institutions in Huasai network 1 under Nakhon Si Thammarat Primary Educational Service Area Office 3, consists of six key steps: 1. appointment 2. analysis 3. development 4. implementation 5. evaluation 6. revision, Effective implementation requires the collaboration of school administrators, teachers, and the community through a structured and continuous participatory process, which includes: 1. Participation in decision-making. 2. Participation in implementation. 3. Participation in benefits. 4. Participation in evaluation. And 3) the approach to participatory local curriculum administration of educational institutions in Huasai network 1 under Nakhon Si Thammarat Primary Educational Service Area Office 3. was found to be feasible, appropriate, and beneficial for the actual implementation of participatory local curriculum administration in schools.

ADMINISTRATION OF POWER 10 SCIENCE PROJECTS BASE ON QUALITY CONTROL CYCLE OF BANCHAUAT SCHOOL UNDER NAKHON SI THAMMARAT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Somkit Pannasak — 2025-08-31

The objectives of this research were 1) study the current state of the Power 10 Science Project of Banchauat School. 2). explore management approaches for the Power 10 Science Project based on the quality control cycle of Banchauat School. 3) propose and evaluate the management approach guidelines for the Power 10 Science Project based on the quality control cycle of Banchauat School. This qualitative research collected data through in-depth interviews with 15 stakeholders, expert interviews on the management approach of the Power 10 Science Project with 5 individuals, and a focus group discussions with 7 experts. The data is analyzed using an inductive approach.

The results of the study revealed that. 1) Conditions of management of the Power 10 Science Project of Banchauat School. (1) management of learning resource standards found that the school holds meetings with the project committee to plan and organize an environment and resources that support learning. However, the school still lacks some basic scientific equipment and instructional materials, as well as on-site learning resources, which need to be improved to align with the project. (2) management of learning process standards found that the school holds briefing meetings emphasizing that teachers should teach scientific inquiry processes that focus on both methodology and knowledge. The approach integrates science, mathematics, and technology. However, students have different levels of prior knowledge and varying interests, making it challenging to integrate knowledge effectively into learning. (3) management of curriculum standards found that teachers have designed the additional subject Power 10 Science project and student development activities with a variety of tasks that emphasize the integration of science, mathematics, and technology. However, in some activities, students lack analytical thinking and problem-solving skills, making it difficult to integrate knowledge effectively. 2) Administration Guidelines for the Power 10 Science Project based on the quality control cycle of Banchauat School. (1) management of learning resource standards. (2) management of learning process standards (3) management of curriculum standards. The implementation process includes planning meetings, execution according to the plan, evaluation and monitoring, and improvement and development. 3) The presentation and evaluation the administration approach for the Power 10 Science Project based on quality control cycle of Banchauat School. The findings that the approach is appropriate, feasibie, and beneficial. It can be effectively applied to the administration of the Power 10 Science Project based on the quality control cycle of Banchauat School.

NEEDS FOR DEVELOPING INNOVATIVE POLICYMAKING COMPETENCIES OF PRIMARY SCHOOL ADMINISTRATORS

Nattika Nitayaphorn — 2025-08-31

The objective of this research article was to study the priority needs for developing the policy innovation competency of primary school administrators. A quantitative research methodology was employed, with data collected from a sample population comprising 395 primary schools under supervision of the Office of Primary Education Service Areas, and 57 Directors of the Office of Primary Education Service Areas in which those schools are located. The respondents included 347 school principals and 57 educational administrators totally 404 participants. The research instrument used a questionnaire assessing both the current and desired states of policy innovation competency development among primary school administrators, with a reliability coefficient of 0.976. Data were analyzed by frequency, percentage, standard deviation, and priority needs analysis.

The research findings indicated that, in terms of prioritized needs for policy innovation competency by component, the top three areas were: Innovative thinking for policy formulation (PNI Modified = 0.158), Working with evidence, which included solving problems and/or envisioning desired future outcomes (PNI Modified = 0.155), and Collaboration (PNI Modified = 0.131). For the subcomponents with the highest development needs, the top three areas were: Innovative policy makers (PNI Modified = 0.171), Working with data for policymaking (PNI Modified = 0.157), and utilizing supporting evidence for policymaking (PNI Modified = 0.152)

BEST PRACTICE OF CREDIT BANKING SYSTEM IN SCHOOL UNDER THE SECONDARY EDUCATION SERVICE AREA OFFICE PATHUMTHANI

Supakporn Nithipattanakarn — 2025-08-31

This research aimed to 1) synthesize best practices of the credit bank system in school under the Secondary Education Service Area Office of Pathum Thani and 2) propose guidelines for best practices of the credit bank system in school under the Secondary Education Service Area Office of Pathum Thani. The key informants were divided into 2 groups as follows: Group 1: School administrators or deputy school directors in school under the Secondary Education Service Area Office Pathum Thani; 1 person per school, totaling 22 informants, using a semi-structured interview and Group 2: Teachers responsible for the credit bank system in school under the Secondary Education Service Area Office of Pathum Thani; 1 person per school, totaling 22 informants, using a focus group discussion and analyzed the data using descriptive analysis.

The research results found that 1) Best practices of the credit bank system in school under the Secondary Education Service Area Office of Pathum Thani consisted of 5 aspects: Structure and Management, Criteria, Methods, Strategies and Results. 2) Guidelines for best practices of the credit bank system in school under the Secondary Education Service Area Office of Pathum Thani consisted of 8 aspects: 1) Connecting the credit bank system policy from the Ministry of Education to the Ministry of Higher Education, Science, Research and Innovation. 2) Defining the role of the agency responsible for controlling the credit transfer standards by considering the curriculum, course descriptions, learning management, measurement and evaluation, and monitoring the transfer results to create progress. 3) Creating documents, manuals, or guidelines for related agencies. 4) Organizing projects to enhance professional experience, students receive compensation according to their qualifications and create motivation for self-development. 5) Creating the distinctiveness of each area by setting the direction and designing the curriculum to focus on promoting specialized excellence. 6) Supporting the development of personnel to have specialized knowledge and skills through academic cooperation from government organizations, universities, and basic education institutions. 7) Reducing the cost of education for basic education students to encourage them to participate in the credit bank system more. 8) Developing learning through learning resources, both online and on-site, to continuously transfer credits into the credit bank system.

BASIC WORK SKILL DEVELOPMENTIN THE DISRUPTION ERA FOR UNDERGRADUATE

Suphakit Sanpipat — 2025-08-31

This research aims to synthesize concepts related to fundamental work skills in the era of disruption. The sample group consists of HR executives, organizational development officers, and training officers from various agencies and companies. The research instruments include document analysis forms and interview forms, focusing on essential work skills for undergraduate students in this disruptive era. The data is analyzed using frequency analysis and Mayring’s Qualitative Content Analysis method to systematically organize, present, summarize, interpret, and verify the accuracy of the findings.

The research results found that: 1) The study of documents on basic work skills in the era of change for graduate students identified 34 basic work skills. The skill with the highest frequency was initiative and creativity skills, followed by analytical thinking skills, adaptability and flexibility skills, stress coping skills, and technology skills. Ranked third were complex problem-solving skills, critical thinking skills, self-management skills, communication skills, teamwork skills, and business skills. 2) The results of interviews with business establishments regarding basic work skills in the era of change for graduate students revealed 19 skills. The most frequently mentioned skill was communication skills, followed by analytical thinking skills and creative thinking skills. In third place were systems thinking skills, teamwork skills, technology skills, and the ability to learn new things and accept change.

DEVELOPMENT OF MODULES FOR USING INFORMATION TECHNOLOGY TO PROMOTE BUDDHIST SUBJEST IN PRIMARY SCHOOLS WANG NOI DISTRICT, PHRA NAKHON SI AYUTTHAYA PROVINCE

Phawit Chaisuk — 2025-08-31

This research article aimed to: 1) study the use of information technology to promote Buddhism lessons, 2) develop a module for the use of information technology to promote Buddhism lessons in primary schools, and 3) evaluate the module for the use of information technology to promote Buddhism lessons in primary schools in Wang Noi District, Phra Nakhon Si Ayutthaya Province. This research involved fieldwork and data collection. The research instruments used were a questionnaire survey of 316 teachers, interviews with 15 administrators and teachers, and action research with 15 primary school teachers. Quantitative data were analyzed using means, percentages, and standard deviations, and quantitative content analysis.

The results revealed that: 1) the use of information technology to promote Buddhism lessons in primary schools in Wang Noi District, Phra Nakhon Si Ayutthaya Province, was at a high level overall. 2) The use of information technology to promote Buddhism lessons in primary schools in Wang Noi District, Phra Nakhon Si Ayutthaya Province, consisted of (1) Principles, processes and the creation of teaching content or learning systems that were divided into sub-components to ensure flexibility, ease of use, and responsiveness to specific learning needs. The key principles of module development, which impacted schools in Wang Noi District, Phra Nakhon Si Ayutthaya Province, were clearly and concisely defined based on the module's key components. The module content should be easy to understand, not too complex, and focus on the main points. Focus on learning goals. Every module should start with clearly stated learning goals to define the approach and desired outcomes and connecting with prior knowledge. Modules should build on what students already know to create new understanding. Dividing the content into small units and divide the content into smaller parts to reduce the burden of information processing for students according to the targeted framework, namely online learning, classroom learning, blended learning online and offline, and home schooling. (2) Objectives, developing a good module could help increase the quality and efficiency of the learning process for both students and teachers, as well as support continuous growth in knowledge and skills. The objectives of module development aimed to create content, learning processes, or systems that were efficient and meet the specific needs of students or users. (3) Mechanisms, technologies, experts, learners, work processes. (4) Methods of operation, analysis, design, development, experimentation and improvement, implementation, evaluation and continuous improvement. (5) Evaluation guidelines, content quality evaluation, learning process evaluation, achievement evaluation, usability and technology evaluation, impact evaluation. (6) Success conditions. (7) Implementation. And 3) Evaluation results of the module using information technology to promote Buddhism lessons in primary schools in Wang Noi District, Phra Nakhon Si Ayutthaya Province were appropriate and feasible, and the benefits were at a high level. It could be used to develop a module for developing the use of technology in teaching Buddhism with teachers in primary schools in Wang Noi District, Phra Nakhon Si Ayutthaya Province.

THE DEVELOPMENT OF A LEARNING MANAGEMENT MODEL INTEGRATING THE PHILOSOPHY OF SUFFICIENCY ECONOMY AND 21ST CENTURY LEARNING SKILLS TO PROMOTE DESIRABLE CHARACTERISTICS OF LEARNERS AT SAN SAI YAI RAK KINDERGARTEN SCHOOL, MUEANG KAEN PATTANA MUNICIPALITY, CHIANG MAI PROVINCE

Natthaya Saninat — 2025-08-31

This research article aimed to develop a learning management model by integrating the sufficiency economy philosophy and 21st Century learning skills for students at San Sai Yai Rak Kindergarten School, Muang Kaen Phatthana Municipality, Chiang Mai Province. This research utilized a mixed-methods approach and involved four research steps: Step 1: Research, which analyzed basic data for designing the learning management model. Step 2: Development, which designed and developed the learning management model. Step 3: Research, which implemented the learning management model. Step 4: Development, which evaluated and refined the learning management model.

The research findings revealed that: 1) The individual development with the desired characteristics, practical concepts must be developed, namely, the concept of authentic learning management, the concept of self-directed learning, the concept of teacher empowerment, and the concept of integrated learning management. Key concepts related to the sufficiency economy philosophy and learning management. Integrating the sufficiency economy philosophy and 21st Century learning skills emphasized the principle that learning management skills could be developed. The result of this stage was the 4A1E Model, a framework developed and named by the researcher. 2) The 4A1E Model was the learning management model developed by this research. It integrated the sufficiency economy philosophy and 21st Century learning skills to foster desired student characteristics at San Sai Yai Rak Kindergarten. It consisted of 5 steps as follows: (1) raising awareness, (2) setting goals/development issues, (3) practicing/applying knowledge, (4) exchanging knowledge, and (5) evaluating. The development of this model was supported by various components, including workshops, practical teaching sessions that integrated the new philosophy, and continuous supervision, monitoring, and evaluation. 3) The study's results on the use of the new learning management model found that teachers' abilities on writing learning units, writing lesson plans, and organizing learning activities that successfully integrated the sufficiency economy philosophy and 21st Century learning skills were at a very good level. The teachers' opinions on the application of the philosophy of sufficiency economy and learning skills of learners in the 21st century learning skills were at the highest level. The students' desirable characteristics of sufficient living, after learning with the integrated model, were rated as excellent. Additionally, the students' opinions on the learning management approach were at a high level. 4) The results of evaluation of the learning management model, which integrated the Sufficiency Economy Philosophy and 21st century learner learning skills found that in terms of knowledge and understanding, practical skills, and sufficiency characteristics of learners, the results of evaluations from all evaluation sources showed that the average development results were at a higher rate.

THE COMMUNITY PARTICIPATION OF SCHOOL ADMINISTRATION BASED ON THE ARIYASACCA 4 THEPHARATPHITAYASAN SCHOOL UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE NAKHON SI THAMMARAT

Kittitiya Chairerk — 2025-08-31

This research aims to 1) study the state of school administration with community participation of Theparat Pittayasarn School, 2) study the school administration with community participation based on the principle of the Four Noble Truths of Theparat Pittayasarn School, and 3) present the school administration with community participation based on the principle of the Four Noble Truths of Theparat Pittayasarn School under the Office of the Secondary Education Service Area, Nakhon Si Thammarat. This research was conducted using qualitative research by conducting in-depth interviews with 15 relevant persons, interviews with 5 key informants, and focus group discussions with 7 experts. The research instruments were interview forms and focus group discussions. Data were analyzed using content analysis.

The research results found that: The research results found that: 1) The conditions of educational institution administration with community participation of Theparat Phittayasarn School, under the Office of the Secondary Education Service Area, Nakhon Si Thammarat, consisted of (1) academic administration (2) personnel administration (3) budget management (4) general administration. The administration of educational institutions with community participation was based on the following principles: (1) Participation in expressing opinions (2) Participation in work (3) Participation in evaluation (4) Participation in support. 2) Guidelines for educational institution administration with community participation based on the principle of the Four Noble Truths. Theparat Phittayasarn School, under the Office of the Secondary Education Service Area, Nakhon Si Thammarat, consisted of 4 aspects: Area 1: Academic administration, with the following operational guidelines: (1) Curriculum and learning process development (2) Registration and evaluation (3) Management of learning subject groups and student development activities (4) Promotion of educational management quality (5) Development of educational technology innovation media and learning resources (6) Educational quality assurance; Area 2: Personnel administration There are the following operational guidelines: (1) Manpower planning and position determination (2) Recruitment, appointment and retirement from government service (3) Secretarial and divisional work (4) Discipline and maintenance of discipline (5) Efficiency enhancement work (6) Performance evaluation and salary increment work (7) Personnel record and promotion work. Part 3: Budget management has the following operational guidelines: (1) Budget planning and establishment work (2) Financial management (3) Accounting management (4) Material and asset management (5) Internal control and risk management. Part 4: General administration has the following operational guidelines: (1) Building and grounds work (2) Student affairs work (3) Health work (4) Public relations and community relations work. Educational institutions are administered with community participation based on the following principles: (1) Participation in expressing opinions (2) Participation in work (3) Participation in evaluation (4) Participation in support By using the principles of Buddhism as a framework for operations, namely the Four Noble Truths: (1) suffering, problem determination (2) origination, problem cause analysis (3) cessation, goal determination (4) the path, determining the method of problem solving, and 3) presenting the guidelines for school administration with community participation according to the principles of the Four Noble Truths of Theparat Phittayasarn School, it was found that it was appropriate, feasible, beneficial, and had a structure according to the components that could be applied.

DIGITAL LEADERSHIP: THE ROLE OF SCHOOL ADMINISTRATORS IN DRIVING THAI EDUCATION

Krittalak Rattanahemakul — 2025-08-31

The driving force behind Thai education in the era of Thailand 4.0 focuses on adapting to digital technology, developing essential skills for the 21st century such as creativity, critical thinking, problem-solving, and collaboration, as well as promoting lifelong learning. The use of technology in teaching and learning, alongside the integration of innovation into education, aims to create a highly capable workforce that can compete globally. The Basic Education Development Plan for 2023-2027 outlines several key directions and approaches for educational reform to ensure that Thai basic education effectively responds to the demands of the Thailand 4.0 era.

The implementation of education according to this development plan is a significant step in preparing Thai youth for an era where technology and innovation play a crucial role in driving the country’s society and economy. The focus is on creating a holistic education system that supports the development of skills and knowledge necessary for the 21st century and prepares young people to adapt to and face the challenges of a future digital technology-driven world effectively. Management in the Digital Era depends heavily on the role of school Administrators in driving progress by developing the digital learning skills of the staff within the organization and guiding the educational institution toward success in alignment with its vision and mission. The digital leadership of school administrators consists of five key characteristics: 1) Digital vision 2) Communication/Promotion 3) Digital knowledge 4) Innovation creation and 5) Image-building and network collaboration.

THE ADMINISTRATION AND ADVANCEMENT OF SMALL-SIZED SCHOOLS THROUGH THE USE OF ARTIFICIAL INTELLIGENC

Siripon Phonprasert — 2025-08-31

In the context of small schools in Thailand—comprising over 50% of all educational institutions nationwide—these schools often face systemic challenges in managing personnel, resources, and operations, particularly in remote areas with limited budgets and insufficient teaching staff. The success of these schools largely depends on the principal’s ability to perform multiple roles, including teaching, administration, and community coordination. Meanwhile, the rise of technology, especially Artificial Intelligence (AI), has increasingly influenced the education sector. UNESCO has proposed an AI competency framework for students, encouraging schools to adopt AI to enhance learning, management, and communication. This article presents a model for applying AI in five key areas: learning management, planning and decision-making, student safety, student support systems, and community engagement. A case study from Wat Ban Lam Nang School under Phichit Primary Educational Service Area Office 1 illustrates how tools like dashboards, chatbots, predictive analytics, and generative AI were used to support data analysis, strategic planning, and parental engagement. The results showed improved learning efficiency, decision-making accuracy, and strengthened community trust. The article advocates for a paradigm shift in small school administration—from traditional management to data-driven systems—with AI serving as a “Smart, Flexible, and Transparent” assistant, promoting lifelong learning among educators and establishing ethical technology policies to ensure sustainable quality education in the 21st century

EMPOWERING SUPERVISION : DEVELOPING EDUCATION TOWARDS SUSTAINABLE NATIONAL DEVELOPMENT

Supattra Singhasem — 2025-08-31

This academic article presents the concept and principles of empowering supervision for school administrators to develop education towards sustainable national development. Educational supervision is one of the methods used to enhance teachers in achieving successful teaching and learning outcomes in line with set goals. According to the National Strategy Plan (2018-2030), the aim is to create security, prosperity, and sustainability through development based on the philosophy of sufficiency economy, which focuses on the sustainable growth of the economy while maintaining and rehabilitating natural resources. Human resource development, especially for the youth, is crucial to ensure they possess the quality and vocational skills required to meet the goals. Educational supervision is closely linked to these objectives as it acts as a mechanism for driving education through teachers in educational institutions. Collaboration between supervisors and those being supervised is a cooperative effort aimed at achieving goals. Empowering supervision is a form of collaborative supervision, consisting of 8 processes: 1) creating understanding, 2) delegating authority, 3) building networks, 4) working together, 5) implementing tasks, 6) providing resource support, 7) empowering and boosting morale, and 8) supervision and evaluation. In addition to empowering supervision, this article also discusses the principles and processes of educational supervision, the development of education, and sustainable national development, as a foundation for educational supervision.

MOTIVATION IN TEACHERS' WORK THAT AFFECTS THE SUCCESS OF EDUCATIONAL INSTITUTIONS

Suphakaphon Nithipattanakarn — 2025-08-31

This article aims to study the elements and motivations of teachers' work that affect the success of educational institutions. Promoting and creating motivation for teachers' work is an important guideline for the development of educational institutions, and for developing the quality of students for continuous and effective development. This is considered to create strength. Motivation in this work plays a very important role in teacher development. Teachers are important personnel of the school who should achieve self-development and profession correctly, appropriately, creatively, and beneficially to themselves and the public, as well as affecting the development of educational institutions in a comprehensive manner, covering all dimensions. Current problems in the society and various changes affect life and the performance of teachers' duties. This causes teachers to experience a slump in their work. Boredom occurs, and the important thing is that they are unable to perform work to their full potential and abilities, which affects the performance of duties and school operations, including students, executives, and those involved at large. In this regard, modern society has caused changes and development in many areas. Therefore, promoting and developing teachers to be ready and being motivated to perform duties is an important part that will make teachers motivated and a driving force in performing duties efficiently and effectively. Therefore, this is one of the important duties that educational institution administrators need to pay attention to. According to the importance of creating motivation to work, from the study it was found that creating motivation for teachers' work should start with education and by creating elements of motivation and creating motivation to work in accordance with and related to teachers' needs. This covers their duties and lives, skills, and success in life, and progress in work. This will encourage teachers to be motivated to work and be happy in order to be a driving force for educational institutions to be successful.