Journal of Educational Review Faculty of Education in MCU

THE PACKAGE KNOWLEDGE FOR SELF-DEVELOPMENT BASED ON THE THREEFOLD PRINCIPLES IN THE TIPITAKA

PhrakhruWirunsutakhun (Udomsak Uttamasakko) — 2024-08-30

This research article aimed to study 1) the principle of Tri-sikkh as appeared in the Tipitaka, 2) to study self-development according to the principle of Tri-sikkh in the Tipitaka, and 3) to study the creation of a knowledge set for self-development according to the principle of Tri-sikkh in the Tipitaka. This research was conducted by using documentary research methods and in-depth interviews with 15 key informants. The research was conducted by studying documents and collecting data from the interviews. The data were analyzed according to the content. The research results found that 1) the principle of Tri-sikkh as appeared in the Tipitaka by Tri-sikkh was the principle of training the body, speech, mind, and intellect. Sīla is the practice for training the body and speech to be proper, which will affect the development of the mind and intellect in the future. Samdhi is the determination of the mind, the state of the mind having one emotion, steadfast on one emotion, and the state of the mind that is aware of a particular emotion. Paññ is clear knowledge, that is, knowledge by various characteristics that are greater than knowing (Saññ) and clear knowledge (Viññṇa). 2) Developing oneself according to the principle of Tri-sikkh in the Tipitaka, that is, training oneself in terms of precepts, concentration, and wisdom. (1) Sīla is a training in behavior by using discipline as a tool to train good behavior and arranging an environment suitable for development. (2) Samdhi is a training in the mind or at the mental level, that is, developing qualities, virtues, and happiness of the mind by using the practice of Samatha meditation as a tool to train the mind to be calm and stable as concentration. (3) Paññ is a training in knowing the truth by using analysis, pondering, examining, and thinking of various things as tools to train wisdom to be clear and to know and see as it is until reaching freedom. And 3) Creating a set of knowledge for developing oneself according to the principle of Tri-sikkh in the Tipitaka, that is, (1) Creating a set of knowledge for developing oneself according to the principle of Sīla in the Tipitaka as the principle of behavior to have good behavior in body, speech, and mind, consisting of self-discipline, being able to conduct oneself, maintain discipline, live together in a good society, have relationships with society, perform duties and be responsible to society and contributes to the benefits. (2) Creating a set of knowledge to develop oneself according to the principles of Samdhi in the Tripitaka. The principles of training the mind to have concentration include sitting meditation, training the mind to be naturally calm, maintaining discipline, Sammvyma (Right effort), Sammsati (Right mindfulness), and Sammsamdhi (Right concentration). (3) Creating a set of knowledge to develop oneself according to the principles of Paññ in the Tripitaka. The principles of training the mind to develop wisdom in learning include studying to learn deeply in the desired science, knowing how to listen, thinking and analyzing with reason, being eager to learn, training wisdom to know the truth, Sammdiṭṭhi (Right view), and Sammsaṅkappa (Right thought).

QUALITY OF WORKING LIFE FOR GOVERNMENT TEACHERS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE SARABURI

Napassorn Mhaitidklang — 2024-08-30

The purposes of this research 1) Study the quality of working life for government teachers under the Secondary Educational Service Area Office Saraburi 2) Compare the quality of working life for government teachers under the Saraburi Secondary Educational Service Area Office, classified by gender, income, position, educational background, and size of school. 3) Study the suggestions of government teachers under the Secondary Educational Service Area Office Saraburi that contributes to the development for the quality of working life. The research instrument was a questionnaire. The research sample was 297 government teachers. The statistics used data analysis were frequency, percentage, mean, standard deviation, T-test and one-way ANOVA test. The results of the research found that 1) Quality of working life of civil servant teachers Under the jurisdiction of the Saraburi Secondary Educational Service Area Office is at a high level 2) The results of comparing opinions on the quality of working life of civil servant teachers classified by gender, income, position, and educational background are not different. The size of educational institutions is different. Statistically significant at the .05 level. 3) Suggestions of government teachers found that appropriate and fair remuneration, current compensation should be assessed in accordance with duties. Hygienic and safe environment, the school environment should be improved to be conducive for health and safety. Person's ability development, opportunities for continuous learning and development should be created. Advancement and job security, a fair and transparent performance evaluation system should be created. Social integration should build strength in the community for local development. Regulatory aspects of work, regulations should be improved to be consistent with working conditions. The balance between life and work, teachers should have time for personal and family life. The social performance, teachers should have participation in society.

DEVELOPMENT OF CHATBOTS TO PROMOTE COMMUNICATION AND WORKING OF PROFESSORS AND OFFICIALS, DEPARTMENT OF EDUCATIONAL TECHNOLOGY, FACULTY OF EDUCATIONAL, KASETSART UNIVERSITY

Jariyaporn Changsee — 2024-08-30

The objectives of this study were to 1) to improve a Chatbot to promote communication and working within the organization of Department of Educational Technology, Faculty of Education, Kasetsart University ‘s academic staffs 2) to investigate attitude toward Chatbot to promote communication and working within the organization of Educational Technology, Faculty of Education, Kasetsart University ‘s academic staffs by eight academic staffs Research Instrument; Chatbot KU EDTECH, attitude toward Chatbot questionnaire and attitude toward Chatbot interview form. Data was analyzed using attitude questionnaire 10 times and interviewing 2 times in 10 weeks. The finding indicates that 1) the results of chatbot quality analysis by educational technology expert from the quality assessment by 3 experts, the average was 4.65. It can be interpreted that the Chatbot is high quality. 2) the results of investigate attitude toward Chatbot, the average was 4.33. And interview of investigate attitude toward Chatbot. It can be interpreted that the user opinions agree that Chatbot can Promote Communication and Working of Professors and Officials within the organization of department of Educational Technology, Faculty of Education, Kasetsart University.

THE EFFECTS OF ART THERAPY ACTIVITIES SETS FOR CONCENTRATION DEVELOPMENT OF AUTISM CHILDRENS IN A LEANING’S CENTER IN ANGTHONG PROVINCE

Nanthalida Kullananthitichoti — 2024-08-30

The objectives of this research article ware 1) to create a set of art therapy activities that have an effect on the development of concentration of autistic children in a learning center in Ang Thong Province and 2) the effect of a set of art therapy activities on the development of concentration of children with autism in a learning center in Ang Thong Province. This was a quasi-experimental research with a single subject design, A-B-A-B format, with 4 phases, collecting data from attention behavior of 2 autistic children as a sample group, treatment was given one person at a different time to obtain the effect of art therapy activity sets on the development of concentration of autistic children. Analyzing data by finding basic statistics such as frequencies, averages, and present data analysis results with tables and line graphs (Visual Analysis) and then wrote a research report using descriptive analysis. The results of the study found that creating a set of art therapy activities that affect children's concentration development Autism in a learning center in Ang Thong Province developed this time; 1 set consisting of 6 activities: Drawing and painting activities, watercolor printing activities from natural materials, cutting and pasting activities to build relationships, activities to practice creativity with sculpture, hanging picture of large family activities, and activities to create pictures with paper mache. The activity sets were arranged in order from basic art activities; easy to difficult with increasing effort, time, and concentration in making art. It directly affected the development of concentration. Effects of art therapy activity sets on the concentration development of autistic children in a learning center in Ang Thong Province after using the art therapy activity kit, children with autism developed concentration differently than before using the activity kit. Both autistic children who received behavioral adjustments with art therapy activity sets had better concentration behavior. The first child, when behavior adjustments were received, concentration behavior improved from the average baseline period by as much as 43.91 percent, while the second child's concentration improved from the baseline by an average of 29.64 percent, showing that the art therapy activity set had an effect on the development of concentration of autistic children and be able to maintain concentration. After using the art therapy activity kit, both autistic children had a different development in concentration than before using the activity kit; =15.35 (after), =24.15 (before), the rate of reduction was down to 36.44 percent.

DEVELOPMENT OF ACADEMIC ACHIEVEMENT IN TECHNOLOGY SUBJECTS (COMPUTATIONAL SCIENCE) ABOUT USING THE INTERNET TO SEARCH FOR INFORMATION BY ORGANIZING 5E LEARNING TOGETHER WITH THE KAHOOT PROGRAM FOR STUDENTS IN GRADE 6/2 AT CHIANG KHAN KINDERGARTEN SCHOOL. "PATHUMMA SONGKROH"

Pharadorn Reechaipichitkul — 2024-08-30

The purposes of this research article were 1) to compare academic achievement in technology subjects (Computational Science) on using the internet to search for information of students in Grade 6/2 of Chiang Khan “Pathummasongkroh” Kindergarten School by organizing 5e learning together with the Kahoot program before and after organizing the learning, 2) to study satisfaction with teaching and learning by organizing 5e learning together with the Kahoot program on using the internet to search for information of students in Grade 6/2 of Chiang Khan “Pathummasongkroh” Kindergarten School. Data were analyzed using descriptive statistics consisted of percentage, mean, standard deviation, and t-test for hypothesis testing. The sample group in this research was students in Prathom 6/2 of Chiang Khan “Pathummasongkroh” Kindergarten School, a total of 36 students who were studying in the second semester of the academic year 2023, obtained using a purposive sampling method due to the researcher was responsible for teaching the Technology subject (Computational Science). The tools used in the research including 1) 5e learning plans together with the Kahoot program on using the internet to search for information with 4 plans in 7 hours’ duration, 2) Pretest/posttest on using the Internet to search for information, which was a multiple choice test with 4 choices and 20 questions, 3) Questionnaire on student satisfaction with 5e learning management combined with Kahoot program. Statistics used in data analysis were percentage, average, standard deviation and t-test one sample. The research results found that; 1) Learning results of students in Prathom 6/2, Chiang Khan "Pathumma Songkroh" Kindergarten School by organizing 5e learning together with the Kahoot program after studying was higher than before studying which accepted the research hypothesis. 2) Satisfaction of Prathom 6/2 students with the teaching model using 5e learning management combined with the Kahoot program was overall at the level of high agreement.

ACADEMIC LEADERSHIP MODEL ACCORDING TO SAPPURISADHAMMA PRINCIPLES FOR ADMINISTRATORS OF EDUCATIONAL INSTITUTIONS UNDER THE PRIMARY EDUCATIONAL SERVICE AREA OFFICE

Chanakorn Satsagul — 2024-08-30

This research article aimed to propose an academic leadership model based on the 7 Sappurisadhamma principles for school administrators under the Office of the Primary Educational Service Area. This was a mixed-method research with 3 research steps: Step 1: Studying the needs of academic leadership of school administrators; this was a quantitative research using a questionnaire with a sample of 289 teachers. The research instrument was a questionnaire. Data were analyzed using basic statistics: frequency, percentage, mean, standard deviation, and needs. Step 2: Developing a model; this was a qualitative research by interviewing 10 key informants and organizing a focus group discussion with 9 experts. The research instruments were an interview form and a focus group discussion guide. Data were analyzed using content analysis. Step 3: Evaluating the model; this was a quantitative research using an evaluation form with a sample of 73 school administrators. The research instrument was a model evaluation form. Data were analyzed using basic statistics: percentage, mean, and standard deviation. The results of the research found that the academic leadership model based on the 7 Sappurisadhamma principles for school administrators under the Office of the Primary Education Area, it consisted of 5 components: Component 1: Principles; educational institutions developed the quality of educational administration effectively by integrating academic leadership principles with the 7 principles of Sappurisadhamma, Component 2: Objectives; to enable educational institution administrators to have academic leadership principles according to the 7 principles of Sappurisadhamma with the integrated Buddhist administration method, Component 3: Integration of academic leadership (curriculum management and learning management) according to the 7 principles of Sappurisadhamma, Component 4: Application in the administration of educational institutions in 4 areas; Academic Administration, Personnel Administration, Budget Management, General Administration, and Component 5: Evaluation. The overall evaluation results of the format were at the highest level. When considering each aspect, the evaluation results were at the highest level in all 4 aspects: Appropriateness, Correctness, Usefulness, Feasibility. The summary of research knowledge was CASAA, consisting of C (Curriculum and Learning Management), A (Academic Leadership), S (Sappurisadhamma), A (Administrator), and A (Apply).

DEVELOPMENT GUIDELINES FOR THE PERFORMANCE ACCORDING TO THE PROFESSIONAL CODE OF ETHICS FOR TEACHERS BASED ON TRISIKKHA IN PANTHANAMIT SCHOOLS GROUP, ANGTHONG PROVINCE

Nutsaporn Roykong — 2024-08-30

This research article aimed to 1) study the status of teachers’ compliance with the teacher’s code of ethics, 2) study the methods of compliance with the teacher’s code of ethics according to the Tri-sikkh principle, and 3) propose guidelines for compliance with the teacher’s code of ethics according to the Tri-sikkh principle. This research was a mixed-methods research. The quantitative research used a questionnaire with the entire population of 97 administrators and teachers. Data were analyzed by finding percentages, means, and standard deviations. The qualitative research used interviews with key informants. Data were analyzed by content analysis. The research results found that 1) The status of compliance with the teacher’s code of ethics of teachers in the Phatthanamit School Group, Ang Thong Province, was at the highest level overall and in each aspect in all 5 aspects. 2) The methods of compliance with the teacher’s code of ethics according to the Tri-sikkh principle of teachers consisted of (1) Ethics towards oneself, continuous self-development, compliance with rules and regulations, and being a good example. (2) Ethics towards the profession, professional development, being a good member of the organization, and networking. (3) Ethics towards service recipients, showing love and kindness, being a good example, and developing students in all aspects. (4) Ethics towards colleagues, creating good relationships, working together, and exchanging knowledge. (5) Ethics towards society, being a good citizen, developing the community, conserving culture, and 3) Guidelines for developing professional ethics for teachers in accordance with the Trisikkh principle of teachers in the Phatthanamit School Group, Ang Thong Province, were as following: (1) Ethics towards oneself: Emphasizing continuous self-development in terms of knowledge, abilities, and ethics in order to be a good role model for students and other personnel. (2) Ethics towards profession: Emphasizing love and faith in the teaching profession, performing duties with honesty and integrity, and being a good member of professional organizations. (3) Ethics towards service recipients: Emphasizing giving importance to all students and service recipients with love, kindness, and full assistance. (4) Ethics towards fellow professionals: Emphasizing building good relationships with fellow teachers and personnel in the school, working together, and exchanging knowledge. (5) Ethics towards society: Emphasizing participation in community development, environmental conservation, and being a good citizen.

DEVELOPMENT OF A KNOWLEDGE SET OF A MODEL OF DHAMMA TEACHING FOR BUDDHIST ELDERLY AND NEARLY DEATH PERSON APPEARED IN TIPITAKA

Sin Ngamprakhon — 2024-08-30

This research article aimed to; 1) study the elderly Buddhist disciples and those who were in a near-death state in the Tipitaka, 2) study the Dhamma teaching of elderly Buddhist disciples and those in a near-death state in the Tipitaka, 3) develop a knowledge set of a model of Dhamma teaching for elderly Buddhist disciples and those in a near-death state in the Tipitaka. This was qualitative research using documentary investigation and in-depth interviews with 15 key informants by document analysis and data collection through interviews, presented by content analysis. The research results found that; 1) The Elderly Buddhist disciples and those with a near-death state in the Tipitaka revealed that the teaching methods include discussion-based teaching, lecture-based teaching, problem-solving teaching, and rule-setting teaching. Examples of elderly disciples included Venerable Aññakoṇḍañña, Venerable Uruvelakassapa, Venerable Upāli, Venerable Kāludāyi, Venerable Mahākāccāyana, Venerable Sāriputta, Venerable Mahākassapa, Venerable Rāhula, Venerable Vaṅgīsa, Venerable Sobhita, and Venerable Mahāmoggallāna. Examples of those in a near-death state include Venerable Pūtigattatissa, Venerable Vakkali, Venerable Uttarā Therī, and story of Bhikkhu afflicted with severe distress and wished to disrobe. 2) The teaching of elderly Buddhist disciples and those in a near-death state in the Tripitaka indicated that the Buddha taught systematically with principles, content, techniques, and media, leading the disciples to enlightenment in final. These disciples played significant roles for spreading Buddhism and understanding death as a natural law according to the Three Characteristics: impermanence, suffering, and non-self. The Buddha taught the disciples to cultivate mindfulness through Buddhist meditation practices. Examples include Venerable Pūtigatta Tissa, Venerable Vakkali, Venerable Uttarā Therī, and a distressed and emaciated Bhikkhu who wished to disrobe. 3) The development of a knowledge set of a model of Dhamma teaching for elderly Buddhist disciples and those in a near-death state in the Tipitaka was found that (1) Teaching principles were based on current realities, (2) Content appropriate to the age, the teacher and the situation, (3) Teaching methods such as lectures, discussions, Q&A, and practice, (4) Teaching techniques tailored to the temperament and needs of the learners, (5) Teaching materials included utilizing both natural and modern media, suitable for individuals, and including activities of mindfulness investigation, and (6) Evaluation methods must focus on real-life outcomes to improve the effectiveness of teaching elderly disciples and those in a near-death state, enabling them to achieve enlightenment before death.

PROJECT - BASED EDUCATION MANAGEMENT MODEL BASED ON IDDHIPADA PRINCIPLES OF ANGTHONG VOCATIONAL EDUCATION INSTITUTE UNDER THE OFFICE OF THE VOCATIONAL EDUCATION COMMISSION

Suwatchai Mongkolthong — 2024-08-30

This research article aimed to propose a model of project-based education based on the principle of the Four Iddhipda of vocational educational institutions in Ang Thong Province, under the Office of the Vocational Education Commission. This research was a mixed-method research with 3 research steps as following: Step 1: quantitative research using a questionnaire with a sample of 165 teachers. Step 2: qualitative research by interviewing 6 key informants and group discussions with 9 experts using purposive selection. Step 3: model evaluation by using an evaluation form with a sample of 165 teachers of vocational educational institutions in Ang Thong Province, under the Office of the Vocational Education Commission. Data were analyzed using statistics including frequency, percentage, mean, and standard deviation. The research results revealed that the model of project-based education based on the principle of the Four Iddhipda of vocational educational institutions in Ang Thong Province, under the Office of the Vocational Education Commission, had 4 components: 1) principle, 2) objective, 3) integration of project-based education based on the principle of the Four Iddhipda, and 4) 7 aspects of application, namely planning and goal setting, project creation, the introduction of project management systems, supporting and personnel development, cooperation building, measurement and evaluation, promotion and dissemination, and the results of format evaluations were all at the highest level overall. When considering each aspect, it was found that the evaluation results were at the highest level in all 4 aspects: usefulness, feasibility, appropriateness, and correctness, respectively. It was summarized as the research knowledge, namely 3PIC.

FACTOR AFFECTING COMMUNITY AWARENESS AND PARTICIPATION IN WASTE MANAGEMENT, CASE STUDY BANG RAK NOI SUBDISTRICT COMMUNITY, MUEANG DISTRICT, NONTHABURI PROVINCE

Rungradit Kongyoungyune — 2024-08-30

The research article aimed to study 1) the level of awareness and community participation in waste management among the people of Bang Rak Noi Subdistrict, Mueang District, Nonthaburi Province, 2) the relationship between community awareness and participation in the waste management of the people of Bang Rak Noi Subdistrict, Mueang District, Nonthaburi Province, 3) factor affecting awareness and participation of the people in the management of solid waste in the community. This research was a quantitative research using a questionnaire research instrument. The population was people in the community living in the Bang Rak Noi Subdistrict Administrative Organization area, numbering 30,785 people, using as a sample of 395 people. The results of the research found that; 1) Level of community awareness and participation in managing waste of the people of Bang Rak Noi Subdistrict, Mueang District, Nonthaburi Province in all aspects were at a moderate level. 2) Relationship between community awareness and participation in managing waste of the people of Bang Rak Noi Subdistrict, Mueang District, Nonthaburi Province in overall, there was a statistically significant high positive relationship (r = 0.714, p < 0.01), and all aspects of the awareness factor and participation factor had a significantly high positive relationship with statistical significance at 0.01. For each aspect, it was found that the aspect with the highest relationship was creating awareness in the community and participating in community waste management, there was a positive relationship with a high level of statistical significance (r = 0.742, p < 0.01), followed by the aspect of creating awareness in the community and the aspect of supporting the community waste management project which had a positive relationship at high level of statistical significance (r = 0.668, p < 0.01). The side with the least relationship was the aspect of household waste separation and the evaluation aspect of community waste management projects had a low and statistically significant positive relationship (r = 0.345, p < 0.01). 3) The awareness factor had a statistically significant positive influence on the participation factor, the overall standard multiple regression coefficient was equal to 0.714, with statistical significance at the 0.01 level, and the overall quadratic multiple correlation coefficient (R2) was equal to 0.510, meaning that 51.10 percent of the variance in the participation factor could be predicted by cognitive factors.

CREATING THE KNOWLEDGE SET OF DEVELOPMENT OF LEARNING INDIVIDUAL BEHAVIORS ACCORDING TO THE SIX CARITA IN THE TIPITAKA

Suddhipong Srivichai — 2024-08-30

This research article aimed to 1) study the development of learning behaviors according to the 6 temperaments, 2) create a knowledge set on the development of learning behaviors of individuals according to the 6 temperaments, and 3) propose the creation of a knowledge set on the development of learning behaviors of individuals according to the 6 temperaments in the Tripitaka. This was a qualitative field research by collecting data from documents and in-depth interviews with 15 key informants. The data were analyzed in terms of content. The research results found that 1) the development of learning behaviors of individuals according to the 6 temperaments in the Tripitaka consisted of people with Rga-carita: one of lustful temperament, people with Dosa-carita: one of hating temperament, people with Moha-carita: one of deluded temperament, people with Saddh-carita: one of faithful temperament, people with Buddhi-carita: one of intelligent temperament, people with Vitakka-carita: one of speculative temperament. 2) The creation of a knowledge set on the development of learning behaviors of individuals according to the 6 temperaments consisted of people with Rga-carita: one of lustful temperament, such as the cases of Phra Nanda and Phra Khema Theri. Dosa-carita was a person whose behavior tended to be hot-tempered and easily angered, such as the case of the glass carpenter. Moha-carita was a person whose behavior tended to be foolish, think less and lazy, such as the case of the Thandaki Forest. Saddh-carita was a person with gullible, such as the case of the Venerable Vakkali. Buddhi-carita was a person who liked to use wisdom, intelligent, having quick wit, such as the cases of a graduated novice. Vitakka-carita was a person with anxious and fearful, such as a case study of Nakkhatta Jataka. 3) A set of knowledge on the development of learning behavior of individuals according to the 6 temperaments in the Tripitaka, consisting of the development of learning behavior of individuals, people with Rga-carita should develop Asubha and Kyagatsati. People with Dosa-carita should develop Kasiṇa and Brahmavihra. People with Moha-carita should develop nāpānasati. People with Saddh-carita should develop the 6 Anussati. People with Buddhi-carita should develop Maraṇasati, Upasamanusati, hārepaṭikūlsaññā. People with Vitakka-carita should develop nāpānasati.

THE EFFECTS OF USE LEARNING MANAGEMENT OF FLIPPED CLASSROOM TO CONSTRUCTIVIST THEORY WITH SSCS LEARNING TO ENHANCE OF MATHEMATICAL PROBLEM SOLVING ABILITY OF MATHAYOMSUKSA 4 STUDENTS

Napat Paenoi — 2024-08-30

The objectives of this research were 1) Study learning achievement of Mathayomsuksa 4 students after using of learning management of flipped classroom to constructivist theory with SSCS learning guidelines to enhance of mathematical problem solving ability of Mathayomsuksa 4 students. And 2) Study mathematical problem solving ability after using of learning management of flipped classroom to constructivist theory with SSCS learning guidelines to enhance of mathematical problem solving ability of Mathayomsuksa 4 students. The sample group, obtained through purposive sampling, consisted of 31 students from Mathayomsuksa 4/1 at Anurajaprasit School. The research instruments included were 1) Less plan with flipped classroom to constructivist theory with SSCS learning guidelines to enhance of mathematical problem solving ability 2) Achievement tests and 3) Mathematical problem solving ability tests. The qualitative data were analyzed by frequency Mean, Standard Deviation, Dependent Samples T – test. The results of this research were as follows: 1) The mean of students’ learning achievement after the experiment was higher than that before the intervention at the .01 level of significance. and 2) The mean of students’ mathematical problem solving ability after the experiment was higher than that before the intervention at the .01 level of significance.

MODEL FOR PROMOTING HAPPY LEARNING ACCORDING TO THE PRINCIPLES OF MAGGA FOREGOING SIGNS OF SCHOOL ADMINISTRATORS UNDER OFFICE OF PATHUM THANI SECONDARY EDUCATIONAL SERVICE AREA AUSAL

Phramaha Chaowalit Kosachawo (Pokawarakorn) — 2024-08-30

The objective of this research article were 1) to study components of promoting happy learning according to the principles of Magga Foregoing Signs of school administrators under office of Pathum Thani secondary educational service area, 2) to develop and examine the validity a model for promoting happy learning according to the principles of Magga Foregoing Signs of school administrators under office of Pathum Thani secondary educational service area, and 3) to evaluate the model for promoting happy learning according to the principles of Magga Foregoing Signs of school administrators under office of Pathum Thani secondary educational service area. Multiphase mixed methods research was designed and was divided into 3 steps. Step 1 was qualitative research using In-depth interviews with 12 administrators qualified individuals selected through purposive sampling. Step 2 was quantitative research using questionnaires to examine the validity of model by data collecting from 265 samples analyzed by descriptive statistics, Pearson's Correlation Coefficient and analyzed to validate the model with the empirical data. Step 3 was qualitative research using focus group discussion with 9 experts of qualified school administration analyzing data through content analysis, and content validity index was designed by assessing from 5 school administrators and data was analyzed value of content validity index. Results were shown as follows: 1) The components of promoting happy learning according to the principles of Magga Foregoing Signs of school administrators under office of Pathum Thani secondary educational service area consisted of five main components which were (1) learner characteristics and attributes, (2) teacher preparedness of teaching , (3) learning environment and atmosphere, (4) the principles of Magga Foregoing Sign components, (5) happy learning. 2) A model for promoting happy learning according to the principles of Magga Foregoing Signs of school administrators under office of Pathum Thani secondary educational service area was developed, it had important factors and was a causal relationship model that effected to happy learning. The model consisted of 5 factors which were (1) learner characteristics and attributes, (2) teacher preparedness of teaching , (3) learning environment and atmosphere, (4) the principles of Magga Foregoing Sign components, and (5) happy learning, and fit with empirical data (Chi-square = 179.37, df = 128, p = .0518, GFI = 0.952, AGFI = 0.945, RMR = 0.191). The values of R-SQUARE of happy learning (LH) was 0.776, it indicated that the model variables in learner characteristics and attributes (SA), teacher preparedness of teaching (TR), learning environment and atmosphere (EV) and the principles of Magga Foregoing sign components (DH) could explain the variant of happy learning (LH) at 77.6%. In addition, the principles of Magga Foregoing sign components was a mediator of the developed model. 3) The model for promoting happy learning according to the principles of Magga Foregoing Signs of school administrators under office of Pathum Thani secondary educational service area was evaluated by focus group discussion found that all factors were appropriate. Results of content validity index showed that the developed model was appropriate, accurate, possible to practice, and could be used for utilization. Therefore, knowledge of this research could be summarized to be "POSSIBLE Model".

DEVELOPING THE ACADEMIC ADMINISTRATION GUIDELINES ON COMPUTER SCIENCE AND TECHNOLOGY PRACTICAL TEACHING OF JIANGXI VOCATIONAL COLLEGE OF ENVIRONMENTAL ENGINEERING, CHINA

Lu Zhenhua — 2024-08-30

The objectives of this research were: 1) to investigate the problems and needs of academic administration practical teaching of computer science and technology; 2) to construct academic administration guidelines for practical teaching of computer science and technology. For the investigation of problems and needs, the population were divided into 2 groups, namely: 1) 3,000 students, 2) 40 teachers. The sample groups for the investigation of problems and needs were divided into 2 groups, namely: 1) 353 students, 2) 36 teachers. Moreover, the 3 specialists were used for the focus group discussion meeting. The research instruments employed in this study were questionnaires and a set of questions for the focus group discussion meetings. The information and data collected were analyzed through the content analysis method and presented in terms of frequency count, mean value, standard deviation. The Likert’s rating scales were used to rate the degree or level of problems and needs. All the set of questionnaires were evaluated by the 3 specialists and possessed the IOC values from 0.67 to 1.00. The finding indicates that: the most students' evaluation of the problems in the practical teaching of computer science and technology were at a "high" level Similarly, most teachers' evaluation of the problems in the practical teaching of computer science and technology were at a "high" level. According to the research results, the guidelines of practical teaching of computer science and technology are formulated, which mainly includes five parts; namely: 1) the guidelines to teach students according to improve student’s attitude; 2) the guidelines for practical learning management; 3) the guidelines for designing a curriculum suitable for practical teaching of computer science; 4) the guidelines for learning environment management to reduce the student's pressured in practical teaching; 5) the guidelines for effective ways to give feedback to students.

GUIDELINES FOR THE ADMINISTRATION LEARNING RESOURCES MANAGEMENT BASED ON BAHUSUTA OF SCHOOLS

Nattaphong Homsombat — 2024-08-30

This research article aimed to 1) study the management of learning resources in secondary schools in the Office of the Secondary Education Service Area, Saraburi; 2) compare teachers’ opinions on learning resources in schools according to their work experience, education level, gender, job position, and personal characteristics, and 3) propose a guideline for managing learning resources in schools according to the principle of polymath using a mixed-method research methodology. The quantitative research method collected data from a sample of 297 people. The research instrument was a questionnaire with a reliability of .63. Data were analyzed by finding frequency, percentage, mean, and standard deviation. The hypothesis of comparison was tested by using the F-test and one-way analysis of variance. Semi-structured interviews were used to collect data from 9 key informants and analyzed by content analysis. The research results found that 1) The management of learning resources in secondary schools as a whole and in each of the 5 aspects was at a high level. 2) The results of comparing teachers’ opinions on the management of learning resources in schools according to the principle of polymath were tested by analyzing the differences between variables, namely, classification by gender, education level, job position, and work experience, which showed different opinions on the management of learning resources in schools according to the principle of polymath. Overall, there was no statistically significant difference. 3) The guidelines for school learning resource management according to the principle of polymath are as follows: (1) Planning for learning resource management, administrators should have a careful and clear plan, set a budget for learning resource study for teachers. (2) Personnel management, school administrators should have good human relations principles that are essential for relying on others, assigning appropriate tasks to individuals. (3) Management, administrators should manage and support learning resources appropriately by organizing a variety of activities that were conducive to learning resource users. (4) Development and use of learning resources, school administrators should have clear development principles, have a plan, implement projects to create and develop learning resources systematically. (5) Summarizing and reporting the results of learning resource creation and development, administrators must learn from what they have learned, whether it was planning and managing learning resources systematically that could solve problems.

EDUCATION INSTITUTE ADMINISTRATION MODEL FOR EXCELLENCE ACCORDING TO VUDDHIDHAMMA PRINCIPLES OF SCHOOLS UNDER LOCAL ADMINISTRATIVE ORGANIZATIONS PHRANAKHON SI AYUTTHAYA PROVINCE

Khwanchanok Kongpibool — 2024-08-30

This research article was to propose a model of school administration towards excellence based on the principle of four Vuḍḍhi-dhamma of schools under local administrative organizations in Phra Nakhon Si Ayutthaya Province. It was a mixed-method research with 3 research steps: Step 1: Studying the necessity of school administration towards excellence using a questionnaire with a sample of 186 teachers. Data were analyzed using statistics including frequency, percentage, mean, standard deviation, and finding the necessity value. Step 2: Developing the model using interviews with 10 key informants and focus group discussions with 9 experts. Data were analyzed using content analysis. Step 3: Evaluating the model using an evaluation form of a sample of 191 administrators and teachers. Data were analyzed using statistics including frequency, percentage, mean, and standard deviation. The results of the research found that the model of school administration towards excellence based on the principle of four Vuḍḍhi-dhamma of schools under local administrative organizations in Phra Nakhon Si Ayutthaya Province had 5 components, namely principles, objectives, integration, application, evaluation, and evaluation results of the model. Overall, it was at the highest level. When considering each aspect, it was found that the evaluation results were at the highest level in all 4 aspects, namely, usefulness, appropriateness, correctness, and feasibility, respectively. The conclusion was the research knowledge, namely Khwanchanok.

THE DEVELOPMENT OF READING SKILLS IN THAI LANGUAGE USING ACTIVITY-BASED LEARNING WITH TAI TECHNIQUE OF PHATOMSUKSA 3 STUDENTS IN PHRANAKHON SI AYUTTHAYA PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Supanee Khaoluang — 2024-08-30

The purposes of this research were 1) to study in Thai reading skill by using activity-based learning with TAI technique of grade 3 students 2) to compare learning achievement before and after learning by activity-based learning with TAI technique 3) to study the satisfaction of learning activities in activity-based learning with TAI technique. The research samples were consisted of 12 students in grade 3 form Wat Hua Wiang School. Research instruments in this research were activity-based learning with TAI technique lesson plans, Thai reading skill assessment form and learning achievement tests. The statistics used for data analysis were Means, Standard Deviation and t-test. The results of the research found that 1) Thai reading skill of the students who studied by using activity-based learning with T.A.I techniques tended to be higher at a statistical significance of .05. 2) learning achievement after learning by using activity-based learning management with T.A.I techniques was higher than before learning at statistical significance. 3) the satisfaction of the students after learning by using activity-based learning management with T.A.I techniques was at the highest level.

THE CURRICULUM DEVELOPMENT OF ABHIDHAMMAPITAKA FOR LIFELONG LEARNING

Amnaj Buasiri — 2024-08-30

This research article aimed to 1) study the current status, problems, causes and obstacles to Abhidhamma education of Buddhists in Thailand, 2) study the components of the development of an Abhidhamma curriculum structure for lifelong learning, and 3) develop and evaluate the curriculum structure for lifelong learning. This qualitative research used document study, participatory discussion, interviews and environmental analysis. There were 15 informants, 8 expert workshops, and 5 experts evaluated the curriculum suitability. Data were analyzed by content analysis. The results of the research found that 1) the problems, causes and obstacles to Abhidhamma education management as summarized from the environmental analysis (1) unclearly promoted as a policy of the Sangha, there were no agencies of the Supreme Sangha Council and government agencies related to Buddhism to provide care and support. (2) The administration of the school and academic administration in the school were not yet standardized. (3) The learning management did not divide the study sequence according to the age range of the students. The learning was mixed for each age group. (4) The learning media, supporting activities, and measurement and evaluation were not diverse. (5) The curriculum structure had not been developed according to the standard. 2) Components of the development of the Abhidhamma curriculum structure for lifelong learning consisted of 7 parts: (1) principles, (2) goals, (3) desired characteristics, (4) education level, (5) academic management consisting of learning management content, learning time management, learning media, learning enhancement activities, measurement and evaluation of learning outcomes. (6) teachers, (7) curriculum management and 3) the development of the Abhidhamma curriculum structure for lifelong learning as following: (1) principles of Abhidhamma study, (2) goals of Abhidhamma study, (3) desired characteristics of learners, (4) levels of Abhidhamma study, consisting of 9 parts in 3 age groups corresponding to early childhood to the elderly. (5) Abhidhamma academic administration useed the standard curriculum from Abhidhammajotika College as a model, classified into 9 parts, starting from Chula Abhidhammaka to Maha Abhidhamma, bachelor's, master's and doctoral degrees. Active learning management was used by providing media, supporting equipment, learning enhancement activities, and a variety of learning assessment and evaluation, using modern digital technology appropriate for the age to support. (6) Abhidhamma teachers were supported to develop knowledge, skills and experience continuously as a professional, (7) Curriculum management has been developed to have a system that met international standards and the results of the evaluation of the Abhidhamma curriculum structure for lifelong learning had been evaluated for suitability in terms of components, application, feasibility and overall beneficial use at a high level.

AN ANALYSIS OF THE PRIORITY NEEDS IN THE ACADEMIC MANAGEMENT DEVELOPMENT OF SECONDARY SCHOOLS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE BANGKOK 1 ZONE 2 BASED ON THE CONCEPT OF METACOGNITIVE SKILLS

Meyhaporn Meeyai — 2024-08-30

The objective of this research article is twofold: 1) to examine the current situation and desired state of academic management in secondary schools under the Secondary Educational Service Area Office Bangkok 1 Zone 2, based on the concept of metacognitive skills, and 2) to investigate an analysis of the priority needs in the academic management development of secondary schools under the Secondary Educational Service Area Office Bangkok 1 Zone 2, based on the concept of metacognitive skills. The research adopts a descriptive research approach. The research tools include questionnaires and statistical analysis methods such as frequency, percentage, mean, standard deviation, and modified Necessary Condition Analysis (PNI_Modified). The data are gathered from school administrators and teachers from all 14 secondary schools, totaling 280 individuals. The research findings reveal that 1) the current situation and desired state of academic management in the studied schools are categorized as moderate to the highest levels. In terms of metacognitive skills management and promotion, they also fall within similar levels. 2) The highest demand for development in academic management lies in the area of measurement and evaluation, while the area with the lowest necessary requirements is learning management.

THE MODEL OF EDUCATION SANDBOX ADMINISTRATION BASED ON SAPPURISADHAMMA PRINCIPLES OF PRIMARY SCHOOLS UNDER SAMUTPRAKAN PRIMARY EDUCATIONAL SERVICE AREA OFFICE

Muthita Angkurasi — 2024-08-30

This research article aimed: 1) to study the needs of educational innovation area management in primary schools, 2) to develop a model of educational innovation area management based on the principle of Sappurisadhamma of primary schools, and 3) to evaluate the model of educational innovation area management based on the principle of Sappurisadhamma of primary schools. This research was a mixed-method research with 3 research steps: Step 1: quantitative research using a questionnaire with a sample of 258 administrators and teachers; Step 2: qualitative research using interviews with 11 key informants and focus group discussions with 9 experts; and Step 3: quantitative research using a format evaluation form with a sample of 90 people. The results of the research found that 1) the needs of educational innovation area management in primary schools had values of 5 needs, ranked from highest to lowest, as following: methods, concepts, teaching media, management, and processes, respectively; 2) The model of educational innovation area management based on the principle of Sappurisadhamma of primary schools under the Office of the Samut Prakan Primary Educational Service Area consisting of 5 main components: (1) principles, (2) objectives, (3) integration, which were divided into 5 aspects: concepts, methods, processes, teaching media and management, (4) application, (5) evaluation of the use of the model and 3) evaluation of the model of the administration of educational innovation areas of primary schools, overall, the evaluation results were at the highest level. When considering each aspect, the evaluation results were at the highest level in all 4 aspects: usefulness, correctness, appropriateness, and feasibility. This indicated that the developed model was appropriate, correct, feasible to practice, and could be utilized. It could be summarized as knowledge from the research “EMS”.

MODEL OF MORALITY AND ETHICS PROMOTING ACTIVITIES OF TEACHER-MONKS IN ELEMENTARY SCHOOLS UNDER BANGKOK METROPOLITAN

PhraDireksak Attatheepo (Phimpabud) — 2024-08-30

This research article aimed to 1) study the necessity of organizing activities to promote morality and ethics for monks who taught morality, 2) develop a model for organizing activities to promote morality and ethics for monks who taught morality, and 3) evaluate the model for organizing activities to promote morality and ethics for monks who taught morality. It was a mixed-method research. The quantitative research used a questionnaire with a sample group of 375 administrators and teachers of primary schools. The qualitative research interviewed the target group and organized focus groups. The research instruments were questionnaires, interview forms, and focus group manuals. The research data was analyzed using frequency, percentage, mean, standard deviation, and content analysis. The results of the research found that 1) the necessity of organizing activities to promote morality and ethics for monks who taught morality in primary schools, when considering the overall PNImodified index, was 0.432. The first-ranked necessity was frugality, followed by being useful to the public, and finally honesty. 2) The model for organizing activities to promote morality and ethics for monks who taught morality in primary schools in Bangkok consisted of the name of the model, principles, objectives, content, learning activities aimed at cultivating morality and ethics, and 3) the results of the evaluation of the model for organizing activities to promote morality and ethics for monks who taught morality in primary schools were at a high level. Summary of research knowledge was “SA”

DEVELOPMENT GUIDELINES OF CREATIVE LEADERSHIP OF SCHOOL ADMINISTRATORS AT NAKHONSAWAN PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2 ACCORDING TO THE YONISOMANASIKĀRA

Yuphawadee Mahahing — 2024-08-30

This research article aimed to 1) study the creative leadership of school administrators under the Nakhon Sawan Primary Educational Service Area 2 and 2) find a guideline for developing creative leadership of school administrators according to the principle of Yonisomanasikāra. This research was a mixed-method research. The quantitative research method collected data from a sample of 302 school administrators and teachers. The research instrument was a questionnaire with a reliability of 0.83. The data were analyzed by finding frequency, percentage, mean, and standard deviation. The qualitative research used a structured interview. The data were collected from 9 key informants and analyzed by content analysis. The research results showed that 1) The creative leadership of school administrators under the Nakhon Sawan Primary Educational Service Area 2 was at a moderate level overall. 2) The guideline for developing creative leadership of school administrators according to the principle of Yonisomanasikāra consisted of (1) in terms of adaptability, school administrators should be flexible in their work, understand the impact of change, and consider the development of the school in detail to support cooperation and beneficial change. They should consider learning from experience, considering mistakes, and finding solutions and understanding the current situation in order to solve problems and promote development in educational institutions. (2) In terms of teamwork, good administrators should have morality and be leaders who listen to opinions from the team. They should study and analyze events that affect the work, creating a problem-solving and decision-making process by separating the necessity and importance, and distinguishing issues in developing an understanding of the roles and work of administrators and others. (3) In terms of creativity, administrators should be able to think creatively to solve problems, consider advantages and disadvantages and find solutions, using experiences to develop themselves and be beneficial to others, distinguish and think logically in self-development. And (4) In terms of vision, administrators should be able to plan a vision for the development of educational institutions using the causal thinking method to create a problem-solving process and improving administration to be a good example and useful to personnel and applying experiences and knowledge to suit the current situation.

DEVELOPMENT OF METAVERS CLASSROOM WITH COLLABORATIVE LEARNING CONCEPT ON THE CREATION OF 3D INFOGRAPHIC TO ENHANCE CREATIVE THINKING SKILLS FOR MATAYOMSUKSA 4TH STUDENTS

Sunisa Onsomkrit — 2024-08-30

This research article is a research about the to develop of metaverse classroom in conjunction with the concept of collaborative learning on 3D infographics that enhance creative thinking skills for Matayomsuksa 4^th students The objectives of this research are as follows: 1) to develop a to develop of metaverse with collaborative learning concepts; 1) To be of appropriate quality and efficiency according to the 80/80 criteria. 2) To compare the pre-and post-study academic achievements of students taught in a to develop of metaverse with collaborative learning concepts. 3) To compare students' creative thinking skills. between groups studying in a to develop of metaverse with collaborative learning concepts and groups studying in a traditional classroom, and 4) To study student satisfaction. The target group used in this research is 40 Matayomsuksa 4^th students, semester 1, academic year 2023, using a cluster sampling. It is experimental research. There are tools used in research. 1) Develop of Metaverse classroom 2) Academic achievement test 3) Creative thinking skills assessment 4) Satisfaction assessment and statistics used in data analysis include mean, standard deviation. The research results found that 1) Develop of Metaverse classroom with collaborative learning concept It has an efficiency of 80.23 / 81.75, which meets the specified criteria. 2) Students have academic achievements after studying. Teaching in a develop of metaverse combined with collaborative learning concepts had a higher average academic achievement after studying than before with the group studying in a develop of metaverse classroom. Statistically significant at the 0.05 level. 3) Students' creativity was higher in the group who studied in a develop of metaverse with collaborative learning concepts than in the group who studied in a traditional classroom. Statistically significant at the 0.05 level and 4) Students are satisfied with the development of the develop of metaverse with the collaborative learning concept. At a high level

A STUDY IN SCHOOL MANAGEMENT OF SCHOOL ADMINISTRATION’S SATISFACTION AT LOPBURI PRIMARY EDUCATIONAL SERVICE AREAS OFFICE 1 ACCORDNG TO THE THREEFOLD TRAINING

Kamonporn Phochuai — 2024-08-30

This research article aimed 1) to study the satisfaction of school administrators in Lopburi Primary Educational Service Area 1 based on the Tri-sikkh principle, and 2) to compare the satisfaction of school administrators in Lopburi Primary Educational Service Area 1 classified by individuals. This research was a quantitative research. Data were collected from a sample of 322 teachers, educational personnel and school committees. The research instrument was a scale and rating questionnaire with a reliability coefficient of 0.87 for the entire questionnaire. Data were analyzed by using frequency, percentage, mean, and standard deviation, t-test for independent samples, and one-way analysis of variance. The results of the research found that 1) the overall satisfaction of school administrators in Lopburi Primary Educational Service Area 1 based on the Tri-sikkh principle was at a high level. When considering each aspect, it was found that the aspect with the highest average value was the satisfaction with the need for social acceptance, followed by the satisfaction with physical needs, and the aspect with the lowest average value was the satisfaction with the need for security or safety. 2) A comparison of satisfaction with the administration of school administrators in Lopburi Primary Educational Service Area 1 according to the Tri-sikkh principle, classified by individuals, found that school size, gender, age, and work experience had different effects on overall satisfaction with the administration of school administrators.

THE PRIORITY NEEDS FOR ACADEMIC MANAGEMENT DEVELOPMENT OF YOTHINBURANA SCHOOL BASED ON THE CONCEPT OF LIFELONG LEARNER

Pongsit Pleekorn — 2024-08-30

The purpose of this research article was to study the priority needs in the academic management development of Yothinburana School, according to the concept of lifelong learner. A descriptive research method was used in this research. The tools used in the research were questionnaires. The data were analyzed by arithmetic mean, standard deviation, and the modified Priority Needs Index (PNI_Modified). The survey was completed by 108 people, who were all school administrators and secondary school teachers at Yothinburana School. The finding showed that 1) Current conditions were at a moderate level, with the measurement and evaluation aspect having the highest mean and the educational curriculum development having the lowest mean. The desired condition was at a high level, with teaching and learning management having the highest mean and educational curriculum development with the lowest mean. 2) With the Priority Need Index, the academic concept was 0.415 overall (PNI_Modified= 0.415). In consideration of the scope of academic management, it was educational curriculum development with the highest order of needs, followed by the measurement and evaluation aspect with the lowest order of needs. Considering the attributes of a Lifelong Learner, it was found that encouraging students to be ready to cope with change had the highest of development needs, and promoting students' ability to learn had the lowest of development needs.

DEVELOPMENT OF METAVERSE CLASSROOM WITH GAMIFICATION CONCEPT TO ENHANCE STUDENT’S COMPUTATIONAL THINKING SKILLS OF UPPER PRIMARY SCHOOL

Sureerat Wingsakul — 2024-08-30

This research article is a research about the to develop Metaverse Classroom with Gamification Concepts to Enhance Student’s Computational Thinking Skills of Upper Primary School, ensuring appropriateness and effectiveness according to the 80/80 criteria, 2) to study student’s computational thinking skills that studying in a classroom with gamification concepts, 3) to study the effectiveness index of the Metaverse Classroom together with the concept Gamification that enhances computational thinking skills of students in upper primary school level, and 4) to study student’s satisfaction with the Metaverse Classroom combined with the concept of gamification. that enhances computational thinking skills. The sample group used in this research were 5th grade students. Those studying computational science, semester 1, academic year 2023, totaling 26 people, using a cluster random sampling. The research tools were 1) Metaverse Classroom combined with gamification concepts 2) Pretest and postest measure computational thinking skills. and 3) Satisfaction questionnaire. Data were analyzed by percentage, mean, Standard Deviation, t - test, and effectiveness index. The research results were 1) the Metaverse Classroom with Gamification Concepts to Enhance Computational Thinking Skills for Upper Primary School Students showed quality at highest level and shared efficiency at 80/80, 2) the student’s computational thinking skill scores after studying were significantly higher than the students pre-test scores at the .05 level, 3) the Effectiveness Index (E.I.) of the Metaverse Classroom was 0.82, indicating that students had increased academic progress., and 4) the student’s satisfaction with the Metaverse Classroom with gamification concepts. at the highest level.

ESSENTIAL SKILLS FOR FRESH UNDERGRADUATE STUDENT FOR EMPLOYABILITY IN 21ST CENTURY

Sokhoeum Chhoeung — 2024-08-30

The purpose of this research is to desirable level of T-Shaped Professional components for enhancing Cambodian undergraduate students’ employability in the 21st century from employers’ perspectives. The samples of this research consist of selective 3 participants who are in the position of recruiting the fresh staff (Human Resource) from 3 different organizations which are (1) international business NGO, (1) from a local NGO and (1) local private firm with 2 experts (a Cambodian lecturer and an Educational Officer from the Department of Education in Australia). The purposive sampling technique is used. The research instruments were questionnaire and a set of question for focus group discussion. The questions were reviewed and checked by three experts and the methodology of valuation used was the IOC. The statistics used for analyzing data include frequencies, percentages, means. By examining employer expectations, the study identifies a set of 14 essential skills necessary for new graduates to thrive in the current job landscape such as. The methodology involved a descriptive research design, data synthesis from varied resources, and interviews with 5 selected stakeholders. The methodology involved a descriptive research design, data synthesis from varied resources, and interviews with 5 selected stakeholders. Findings underscore the need for education systems to incorporate both hard and soft skills into their curricula to bridge the employability gap, thereby better preparing graduates for the dynamic workforce of the 21st century.

THE PROCESS OF DEVELOPING LIFELONG LEARNING SKILLS IN THE 21ST CENTURY ACCORDING TO BUDDHIST PRINCIPLES FOR MONKS IN THE SANGHA ADMINISTRATION REGION 12

PhrakrupaladRut Titakuno (Dissungworn) — 2024-08-30

This research article aimed to 1) study the status of lifelong learning skills in the 21st century of monks in the Sangha Region 12, 2) develop a process for developing lifelong learning skills in the 21st century based on Buddhist principles, and 3) evaluate the process for developing lifelong learning skills in the 21st century based on Buddhist principles. This research was a mixed-method research. The quantitative research used a sample of 132 monks. The qualitative research interviewed key informants and organized focus group discussions with experts. The research instruments were questionnaires, interview forms, and focus group discussion manuals. The research data were analyzed by using frequency, percentage, mean, standard deviation, and content analysis. The results of the research found that 1) the status of lifelong learning skills in the 21st century of monks in the Sangha Region 12 was at a high level overall. 2) The process of developing lifelong learning skills in the 21st century based on Buddhist principles was at a high level. It was a process of developing lifelong learning skills integrated with the 4 Iddhip da: (1) setting learning goals, (2) selecting appropriate learning methods, (3) practicing activities, (4) evaluating learning outcomes, (5) learning indicators, and 3) the results of the evaluation of the process of developing lifelong learning skills in the 21st century according to Buddhist principles were at a high level overall. It could be used to develop lifelong learning skills in the 21st century with the 4 Iddhip da for monks in the 12th Sangha Administrative Region effectively.

THE GUIDELINES FOR SCHOOL ADMINISTRATOR COMPETENCY DEVELOPMENT BASED ON PAPANIKADHAMMA OF PRIMARY SCHOOL UNDER NAKHONSAWAN EDUCATION SERVICE AREA OFFICE 1

Saengwattana Boonchot — 2024-08-30

This research article aimed to 1) study the competence of school administrators in schools under the Office of the Primary Educational Service Area 1, Nakhon Sawan, and 2) create guidelines for developing school administrators’ competence based on the principle of Dutiyapapanikadhamma in schools under the Office of the Primary Educational Service Area 1, Nakhon Sawan. A mixed-method research method was used. The quantitative research collected data from a sample group of 187 school administrators and teachers. The research instrument was a questionnaire with a reliability of 0.92. Data were analyzed by finding frequency, percentage, mean, and standard deviation. The qualitative research collected data from 9 key informants. The instrument used was a semi-structured interview. Data were analyzed using content analysis. The results of the research found that 1) the overall competence of school administrators’ administration based on the principle of Dutiyapapanikadhamma in schools under the Office of the Primary Educational Service Area 1, Nakhon Sawan, was at a high level. When considering each aspect, it was found that teamwork was at the highest level. Performance orientation, good service, and self-development were at a high level. 2) Guidelines for developing school administrators’ competence Educational institutions based on the Dutiyapapanikadhamma of schools under the Office of the Primary Educational Service Area, Nakhon Sawan Area 1 included: (1) Achievement orientation: Administrators should have a broad vision, have knowledge and understanding in planning, bring in innovations or alternative technologies, have creativity to develop works and work processes in line with the goals. (2) Good service: Educational institution administrators should be far-sighted and forward-thinking, and have related ideas. They were leaders in service provision, dare to make decisions, dare to take responsibility, and were knowledgeable. (3) Self-development: Administrators should plan the use of technology in searching for information and be leaders in exchanging academic knowledge for the development of themselves and personnel in the educational institution. (4) Teamwork: Administrators should jointly plan decisions, work as a team, listen to opinions, and accept the team’s agreements with morality and ethics.

PEER COACHING SUPERVISION AFFECTING OF LEARNING MANAGEMENT QUALITY OF SCHOOL. UNDER THE SECONDARY EDUCATION SERVICE AREA OFFICE, SINGBURI – ANGTHONG

Wimonmat Teansri — 2024-08-30

The objectives of this research were: 1) to study the level of peer coaching supervision of the Secondary Education Service Area office, Singburi – Angthong. 2) to study the quality of teacher’s instruction in the Secondary Education Service Area Office, Singburi – Angthong. 3) to study the relationship between peer coaching supervision and the quality of teacher’s instruction in the Secondary Education Service Area Office, Singburi – Angthong. 4) to create the regression of the peer coaching supervision for be able to predict the quality of teacher’s instruction in Secondary Education Service Area Office, Singburi – Angthong. The sample consisted of 278 teachers in Secondary Education Service Area office, Singburi – Angthong. The research instruments used for gathering data was a rating 5 scales questionnaire. The results of the research instrument were the index of item objective congruence (IOC) was between 0.60 – 1.00, the reliability was 0.966. Independent Variable Reliability was 0.938. Dependent Variable Reliability was 0.945. The statistical analysis employed were percentage, mean, standard deviation, Pearson Correlation and Stepwise multiple regression analysis. The research findings of the study were : 1) The student’s opinions towards the peer coaching supervision in Secondary Education Service Area Office, Singburi – Angthong were Good. 2) The opinion towards the quality of teacher’s instruction in Secondary Education Service Area Office, Singburi – Angthong were Good. 3) The relationship between peer coaching supervision and the quality of teacher’s instruction in the Secondary Education Service Area Office, Singburi – Angthong, were statistically significant different at .01 level. 4) The results of creating a prediction equation for peer coaching supervision that can jointly predict the quality of learning management of teachers under the Secondary Education Service Area Office, Singburi – Angthong, the R – Square equaled .771 was statistically significant difference at .01 level. The equation were: The regression of raw scores

= 2.262 + .323(X₁) + .265(X₃) + .245(X₄) + .135(X₂)

The standard scores

= .460(z₁) + .398(z₃) + .371(z₄) + .255(z₂)

INVESTIGATING NEEDS AND PROBLEMS OF ACADEMIC ADMINISTRATION ON THE COURSE OF JOURNALISTIC WRITING IN GUANGXI VOCATIONAL UNIVERSITY OF AGRICULTURE

Yuan Haisheng — 2024-08-30

Academic administration guidelines are very important for any major. It is necessary for teachers and students of journalism majors to develop an effective academic administration guide, which can help teachers and students better understand the writing courses. The objectives of this research were: 1) To investigate the opinions of students, teachers and administrators towards the academic administration on the course of journalistic writing. 2) To propose academic administration guidelines on developing journalistic writing manual for journalism students. The respondents of this study were 216 students, and 60 teachers and administrators at Guangxi Vocational University of Agriculture, obtained through "stratified random sampling". The research instrument employed in this study were questionnaires and a set of questions for the focus group discussion. The information and data collected were analyzed and presented in terms of frequency count, mean values, and standard deviation. The results show that: 1) the problems in the academic administration on the course of journalistic writing of Journalism students of Guangxi Vocational University of Agriculture are at the "high" level regarding the necessity of offering writing courses and students’ needs. In term of curriculum, students mentioned that writing courses had many hours and students felt tired were at the highest level; For the instruction part, students pointed that they could not bear hardships and stand hard work, and they were unwilling to learn more other knowledge were at the highest level. For the evaluation part, students thought that what the teacher taught in class was not what they needed were at the highest level. 2) The developing manual writing for journalistic writing consisted of 5 units composition. All 5 units had been evaluated by three experts, and the IOC value was 0.67-1.00, indicating that the developed writing course guidelines was acceptable and could be used as a manual of journalistic writing for journalism students to Improve writing skills and knowledge.

A MODEL OF PERSONNEL MANAGEMENT IN ACCORDANCE WITH THE PRINCIPLES OF SARANIYADHAMMA OF THE ADMINISTRATORS OF MAHACHULALONGKORNRAJAVIDYALAYA UNIVERSITY

Manassanan Boonpoo — 2024-08-30

This research article aimed to propose a model of personnel management based on the principles of Srṇīyadhamma for administrators of Mahachulalongkornrajavidyalaya University. It was a mixed-method research with 3 research steps: Step 1: To study the needs of personnel management of administrators; this was a quantitative research using a questionnaire with a sample group of 269 university lecturers. The research instrument was a questionnaire. Data were analyzed using statistics: percentage, mean, standard deviation, and PNIModified. Step 2: Developing a model; this was a qualitative research by interviewing 7 key informants and organizing a focus group discussion with 9 experts. The research instruments were an interview form and focus group discussion questions. Data were analyzed using content analysis. Step 3: Evaluating the model; this was a quantitative research using an evaluation form with a sample group of 226 university lecturers. The research instrument was an evaluation form. Data were analyzed using statistics: percentage, mean, and standard deviation. The results of the research found that: Personnel administration model based on the principle of Srṇīyadhamma of the administrators of Mahachulalongkornrajavidyalaya University consisted of 4 components: Component 1: Principle of Mahachulalongkornrajavidyalaya University as a state-controlled university at the higher education level and also a university of the Thai Sangha. The personnel were important to the university in pushing and promoting the university to develop its units until success was achieved. Therefore, the principle Srṇīyadhamma should be applied in personnel administration development. Component 2: Objective to apply the Saraniyadhamma principle to personnel administration. Component 3: Administration; 1) Personnel administration of administrators, 2) The 6 Srṇīyadhamma principles: (1) Mettkyakamma, doing good to one another, (2) Mettkvacīkamma, speaking kindly to one another, (3) Mettmanokamma, wishing good to one another, (4) Sdhraṇabhogit, sharing things with one another, (5) Silsmaññatā, having good behavior together, (6) Diṭṭhismaññatā, having common opinions. 3) Integrated personnel administration based on the principle of Srṇīyadhamma of administrators. Component 4: Application and evaluation results of the model in overall, the evaluation results were at the highest level in all four dimensions: usefulness, accuracy, feasibility, and appropriateness, respectively. In summary, the research knowledge was SCIPP, which included S (Srṇīyadhamma), C (Creating environment), I (Inspection process), P (Personnel recruitment announcement), and P (Personnel training).

A NEEDS ASSESSMENT OF ACADEMIC MANAGEMENT IN ENHANCING ENTREPRENEURSHIP FOR SCHOOL STUDENTS UNDER THE OFFICE OF SECONDARY EDUCATIONAL SERVICE AREA

Rawat Promsaro — 2024-08-30

The objective of this research was a needs assessment of academic management in enhancing entrepreneurship for school students under the office of Secondary Educational Service Area Office. The quantitative research methodology was used in the study. The sample group used in the research was 400 teachers in secondary schools under the Secondary Educational Service Area Office. The research instrument was questionnaires. Statistics used in data analysis are frequency, percentage, mean, standard deviation, content analysis, and PNI_modified index. The results of the study revealed that; a needs assessment of academic management in enhancing entrepreneurship for school students under the office of Secondary Educational Service Area Office overall was PNI_modified = 0.11. When analyzed per item, the first was development of media, learning resources, and technology (0.14), the second was development of measurement and evaluation of curriculum (0.13), the third has the same value; development and encouragement the curriculum, and development of learning management (0.11), and the last was curriculum development (0.06)

THE DEVELOPMENT OF MOBILE APPLICATION WITH CONNECTIVISM THEORY TO ENHANCE COMPUTING SCIENCE ABILITIES FOR GRADE 11 STUDENTS

Ponpawee Srisuphan — 2024-08-30

The objectives of this research were: 1) To develop a mobile application with connectivism theory to enhance computing science abilities for grade 11 students. 2) To compare the pre-test and post-test of learning achievement with this mobile application to enhance computing science abilities. 3) To study the ability in the computing science of grade 11 students after using mobile application with connectivism theory. and 4) To study the students satisfaction towards learning with mobile application with connectivism theory to enhance computing science abilities. The sample group in this study was randomized 40 students in grade 11 by using the cluster random sampling from high school in the Triamudomsuknomklao Pathumthani school. The research tools: 1) mobile application 2) lesson plan 3) the pre-test and post-test 4) computing science abilities test and 5) the satisfaction questionnaires. The statistics for data analysis, including mean percentage, standard deviation, and t-test dependent sample. The research findings revealed: 1) mobile application with connectivism theory to enhance computing science abilities for grade 11 students that evaluated were a very good quality. 2) the learning achievement scores was significant higher than pre-test scores at .01 level. 3) the overview of students computing science abilities when studied with mobile application were at the very good quality and 4) students expressed the highest level of satisfaction with learning by using the mobile application.

MANAGEMENT MODEL OF MEDITATION CENTERS FOR LEARNING CENTERS IN THE DIGITAL AGE ACCORDING TO SAPPAYA 7 PRINCIPLES IN THE SANGHA ADMINISTRATION AREA OF THE NORTHEASTERN REGION

PhrapaladKuakool Suphanantho — 2024-08-30

This research article aimed to 1) study the management of meditation centers, 2) develop a management model of meditation centers based on the 7 Sapp ya principles, and 3) evaluate the management model of meditation centers based on the 7 Sapp ya principles. This research was a mixed-methods research. The quantitative research used a questionnaire with a sample of 364 monks/people. The qualitative research used interviewed with the target group and group discussions. The research instruments were questionnaires, interview forms, and group discussion manuals. The research data were analyzed using frequency, percentage, mean, standard deviation, and content analysis. The results of the research found that 1) the management of meditation centers in the northeastern Sangha administration area, overall and in each aspect, were at a high level in all 5 aspects: building management, administration and communication management, organization management, and service supervision management, human resources management, respectively. 2) Management model of meditation centers according to the principles of 7 Sapp ya, consisting of 5 components: (1) principles, concepts (2) objectives, (3) content, (4) integration with the principles of 7 Sapp ya, (5) expected results and 3) results of evaluation of the management model of meditation centers according to the principles of 7 Sapp ya, overall was at a high level. The summary of knowledge from the research was "PS".

CONDITIONS AND DESIRABILITY OF THE MANAGEMENT OF EDUCATIONAL INSTITUTIONS IN ORDER TO STRENGTHEN THE CREATIVE LEADERSHIP OF KINDERGARTEN STUDENTS IN THAILAND (CENTRAL REGION)

Phanida Usayaphan — 2024-08-30

This research article aimed to study the current and desirable conditions of school administration to enhance creative leadership in students in provincial kindergarten schools in Thailand (Central Region). The research methodology was divided into 3 parts: Part 1: Studying, analyzed and synthesized documents, concepts, theories and research related to school administration and enhancing creative leadership in students. Part 2: Studying the level of creative leadership of students by using a self-assessment of creative leadership for students and a student creative leadership assessment by teachers. Part 3: Studying the current and desirable conditions of school administration to enhance creative leadership in students. The informants consisted of 1) 1 teacher responsible for student council activities from each school; and 2) one student holding the position of student president from each school, totaling 44 people. The results of the research found that the overall level of leadership of students in provincial kindergartens in Thailand (Central Region) in all dimensions had a high average value. And the school administration model to strengthen creative leadership for kindergarten students in Thailand's provinces (Central Region), classified according to the 8 components of the school administration model as following: 1) Level of goal setting, ranked 1st as formal and peer model. 2) Goal setting process, ranked 1st as peer model. 3) Relationship between goals and decision-making, ranked 1st as peer model. 4) Characteristics of the decision-making process, ranked 1st as formal model. 5) Characteristics of the structure, ranked 1st as peer model. 6) Link with external environment, ranked 1st as peer model. 7) Characteristics of leadership, ranked 1st as peer model. 8) Related leadership styles, ranked 1st as peer model.

EDUCATIONAL INSTITUTION MANAGEMENT MODEL FOR ACADEMIC EXCELLENCE IN ACCORDANCE WITH IDDHIPADA IV OF SECONDARY SCHOOL UNDER OFFICE OF PHETCHABUN SECONDARY EDUCATIONAL SERVICE AREA

Chatnapat Patsit — 2024-08-30

This research article aimed to propose a model of school administration for academic excellence based on the principles of 4 Iddhipda of secondary schools under the Office of the Secondary Education Service Area, Phetchabun. The qualitative research methodology was used with 3 research steps: Step 1: Studying the school administration for academic excellence of secondary schools with good practices by studying documents and studying the case studies of schools with good practices by interviewing 15 key informants. Step 2: Developing a model by interviewing 15 key informants with a semi-structured interview form and studying documents using content analysis and inductive conclusion generation. Step 3: Evaluating the model by holding a seminar with 9 experts using the expert seminar questions and checking the content validity from 5 experts in school administration for academic excellence. The data were analyzed by finding the content validity index. The results of the research found that the school administration model for academic excellence based on the principles of 4 Iddhipda of secondary schools Under the Office of the Secondary Education Area, Phetchabun, consisted of 5 components: 1) Principles, relevant agencies applying the application model to develop school administration for academic excellence. 2) Objectives, for school administrators to apply the principles of school administration for academic excellence in 9 areas with the integrated Buddhist administration method. 3) Integration of school administration for academic excellence according to the principles of 4 Iddhipda with school administration principles to achieve excellence in all 4 areas: administrators, teachers, students, and schools. 4) Application, applying the model to academic administration in all 9 areas, resulting in excellence within the school, and 5) Evaluation, the summary of research knowledge was the 4E TPEIM MODEL.

EFFECT OF LEARNING MANAGEMENT USING TALES AND AUGMENTED REALITY TECHNOLOGY WITH KWL PLUS TECHNIQUE TO ENHANCE GEOGRAPHY ABILITIES OF GRADE 2 STUDENTS

Chananporn Srimai — 2024-08-30

The purposes of this research were to develop learning management using stories and augmented reality technology with the KWL PLUS technique to strengthen the geography abilities of Grade 2 students and to strengthen the geography abilities of Grade 2 students by social learning activities using the KWL PLUS technique together with stories and augmented reality technology. It is quasi-experimental research. There was a single experimental group measured before and after learning. The instrument used to collect data was the lesson plan of using stories and augmented reality technology with the KWL PLUS technique to strengthen the geography abilities and geography abilities test. Data was analyzed by means, standard deviation, The efficiency value of learning management by using the KWL PLUS technique together with stories and augmented reality technology. The proportion was set to be 80/80 and the statistical test was t - test Dependent. The finding of this research found that the efficiency of learning management using stories and augmented reality technology with the KWL PLUS technique to strengthen students' geographic abilities of Grade 2 students, the results of the total average were 21.17, the efficiency during study was 88.19, and the students did the posttest and the result of the total mean was 16.70, the post-study efficiency value was 83.50, which is in line with the efficiency score that was set in the proportion of 80/80. And Students' ability in geography was higher after studying than before, with statistical significance at the .05 level.

THE PRIORITY NEEDS FOR STUDENT AFFAIRS MANAGEMENT OF VAJIRAVUDH COLLEGE BASED ON THE CONCEPT OF VALUABLE LIFE

Preechaphol Samarnmoo — 2024-08-30

The purpose of this research is to study the priority needs in the student affairs management development of Vajiravudh College, according to the concept of Valueable life. A descriptive research method is used in this research. The tools used in the research were questionnaires. The data were analyzed by arithmetic mean, standard deviation, and the modified Priority Needs Index (PNI_Modified). The survey was completed by 85 people, who were all administrators and secondary school teachers at Vajiravudh College. The finding showed that 1) Current conditions were at a moderate level, with the extra-curricular activities having the highest mean and the student discipline and supervision having the lowest mean. The desired condition was at a high level, with teaching and learning management having the highest mean and discipline and supervision with the lowest mean. 2) With the Priority Need Index, the academic concept was 0.537 overall (PNI_Modified= 0.537). In consideration of the scope of student affairs management, it was discipline and supervision with the highest order of needs, followed by the extra-curricular activities with the lowest order of needs. Considering the attributes of a Valuable life, it was found that encouraging students to be ready to cope with change had the highest of development needs, and promoting students' ability to learn had the lowest of development needs.

THE APPLICATION OF SMART CLASS WITH ARTIFICIAL INTELLIGENCE FOR LEARNING ACHIEVEMENT OF SITUATION AND POLICY COURSE OF YEAR 3 UNIVERSITY STUDENTS IN CHINA

Jiabei Tang — 2024-08-30

This mixed methods study compared year 3 university students’ Situation and Policy course achievement before and after using Smart Class with AI and investigated their satisfaction towards the use of Smart Class with AI in Jiangxi Province, China. The sample group consisted of 20 junior students at Nanchang Institute of Technology, China. Quantitative and qualitative data were collected through four lesson plans, pre-test, post-test, questionnaire and focus group interview. Quantitative data were analyzed using means, standard deviations and paired sample t-test. Qualitative data were analyzed using thematic analysis. The data collection lasted for four weeks. The results of the pre-test and post-test showed that the students in the sample group significantly improved their learning achievement in Situation and Policy course. The questionnaire items were all rated in a high level, and most students were satisfied with this teaching method. This study demonstrated that the use of Smart Class with AI provided an alternative and effective method for Situation and Policy course.

DEVELOPMENT OF ENGLISH PRONUNCIATION READING SKILL AND VOCABULARY ACHIEVEMENT BY USING PHONICS TEACHING METHODS COMBINED WITH MNEMONIC TECHNIQUES OF 2ND GRADE STUDENTS

Keardtisak Karuna — 2024-08-30

This research article aimed to 1) compare the English pronunciation reading skill of 2nd grade students before and after using the phonics teaching method combined with mnemonic techniques,2) compare the English pronunciation reading skill of 2nd grade students after using the phonics teaching method combined with mnemonic techniques with the criterion of 70 percent, and 3) compare the vocabulary achievement of 2nd grade students before and after using the Phonics teaching method combined with the mnemonic techniques. The sample used in this study consisted of 18 students in second grade, selected by multi-stage random sampling. The instruments used in this research were 1) 11 lesson plans using Phonics teaching method combined with mnemonic techniques, which was appropriate at the highest, 2) The English pronunciation reading skill assessment, reliability equaled to .83, and 3) The vocabulary achievement test, reliability equaled to .83. Statistics used to analyze data were percentage, mean, standard deviation, t-test for dependent samples, and t-test for one sample. The findings revealed as following: 1) The English pronunciation reading skill of 2nd grade students after using the phonics teaching method combined with mnemonic techniques were significantly higher than before the experiment at the .05 level. 2) The English pronunciation reading skill of 2nd grade students after using the phonics teaching method combined with mnemonic techniques were significantly higher than the criteria 70% at the .05 level, and 3) The vocabulary achievement of 2nd grade students after using the phonics teaching method combined with mnemonic techniques were significantly higher than before the experiment at the .05 level.

THE SCHOOL MANAGEMENT FOR CREATIVE LEADERSHIP ENHANCEMENT OF STUDENT’S PROVINCIAL KINDERGARTEN SCHOOL THAILAND (CENTRAL REGION)

Phanida Usayaphan — 2024-08-30

This research article aimed to study the school administration to enhance creative leadership in students in kindergarten schools in Thailand (Central Region). The research methodology had 3 steps: Step 1: Studying the current and desired conditions of school administration to enhance creative leadership in students using a creative leadership assessment form by teachers to assess students. The study also studied the current and desired conditions of school administration to enhance creative leadership in students. The informants included 1) one teacher responsible for student council activities from each school and 2) one student who held the position of student president from each school, totaling 44 people. Step 2: Developing a model by interviewing 5 qualified persons and experts with knowledge. Step 3: Evaluating the model from 13 informants, including school directors, deputy school directors, heads of work groups, and teachers in charge of student affairs. The research results showed that the appropriate school administration model to enhance creative leadership for kindergarten students in provincial schools in Thailand (Central Region) was an integrated model that combined the peer-based and formal administration models, allowing all personnel and education stakeholders to participate in the administration process, with an administration structure that emphasizes decentralization in a team format, and supporting workers with authority and responsibility, using reason in the decision-making process and in accordance with the agreement of the majority of personnel. It consisted of Part 1: Concepts, Principles, and Objectives; Part 2: Structure of the Administration Model and Elements; and Part 3: Implementation of the Model.

THE DEVELOPMENT ACHIEVEMENT WITH TEACHING MEDIA USING THE KAHOOT APPLICATION BY USING ACTIVE LEARNING. THE COURSE IS COMPUTER. THE TOPIC IS “PROGRAM SCRATCH BASIC” FOR PRATHOM 4 TESSABAN 4 BAN PHU BO BID SCHOOL

Pharadorn Reechaipichitkul — 2024-08-30

The purposes of this research article were 1) to develop and determine the efficiency of computer media. In the course of computational science, on using the basic Scratch program that was effective according to E1/E2 criteria. 2) To compare the academic achievement of Grade 4 students before and after studying by using the Kahoot application media in the Computational Science course on basic use of the Scratch program. This research was an experimental research based on one-group pretest-posttest design. The sample group was 25 students in grade 4/1 at Tessaban 4 Ban Phu Bo Bid School, semester 1 in the academic year 2023 by using purposive sampling. The research instruments were 1) learning management plan on basics of the Scratch program, 2) teaching media using the Kahoot application on basics of the Scratch program, 3) achievement test in computational science on basic information about the Scratch program. The collected data was analyzed by percentage, mean or average and standard deviation. The research findings were as following; 1) The Kahoot application media for the basic Scratch program had an efficiency of 76.6/75.04, which was higher than the specified 75/75 criterion. 2) The result of grade 4 students after learning using the Kahoot application media on academic computational science the basic subject of the Scratch program was higher than before studying. The pre-study and post-study tests of Grade 4 students had an average score of 10.44 and 15.01, respectively and when comparing the pre-study and post-study scores, it was found that the students' post-test scores were significantly higher than the pre-test scores at the .05 statistical level.

GUIDELINES FOR DEVELOPING SUMMER TRAINING FOR NOVICES ACCORDING TO THE 3 PRINCIPLES OF SADDHAMMA IN WAT PHRA DHAMMAKAYA

Phramahā Chatdanai Visāratchayo (TrekulKusri) — 2024-08-30

The purposes of this research article were 1) to study the conditions of summer novice training, 2) to study methods for developing summer novice training according to the principles of Saddhamma 3, and 3) to propose guidelines for developing summer novice training according to the 3 principles of Saddhamma in Wat Phra Dhammakaya. A sample group was novices in the summer novice ordination project for the year 2023, totaling 278, collected questionnaire data on their opinions on the conditions of summer novice ordination training. Use statistics to analyze frequency, mean, and standard deviation and analyzed content from interviews with 5 key informants. The research results found that: 1) Conditions of summer novice training in overall, it was at a high level because the monks had activities to practice Dhamma during the summer session, to study and learn discipline in order to practice orderliness and to promote the learning of volunteerism in order to create a body of knowledge for novices who received training performed public service according to the priorities of the training activities. 2) Methods for summer training for novices according to the 3 principles of Saddhamma were as following: (1) Dhamma practice activities; knowledge of steps should be given before practicing meditation. (2) Discipline training; providing knowledge about discipline in dressing properly, getting up, walking, sitting, bowing, and worshiping. (3) Volunteer spirit; the monks should take novices to participate in activities with the community in order to learn about sacrifice. And 4) in the area of community service; should participate in service activities in the Dhammakaya Temple network and participated in community activities so that the novices who attend the training could see the value of volunteerism. 3) Guidelines for summer novice training according to the principle of the 3 Noble Truths were as following: The first aspect: Dhamma practice activities (1) Pariyatti-saddhamma: includeing activities such as chanting, praying, and meditating. (2) Paṭipatti-saddhamma: includeing morning and evening prayers, sitting meditation, and walking meditation as learning activities. (3) Paṭivedha-saddhamma: should test the practice of morning and evening prayers and testing the mood of meditation. The second aspect: Discipline training (1) Pariyatti-saddhamma: providing knowledge about the conduct of monks and novices, especially the 10 precepts, keeping the 10 precepts, and the matter of proper clothing for monks, receiving food when receiving alms, and eating. (2) Paṭipatti-saddhamma: should wear proper clothing, and daily routine conduct. (3) Paṭivedha-saddhamma: letting the novices who attend the training in wearing robes and taking the 10 precepts. The third aspect was volunteerism: (1) Pariyatti-saddhamma; must be trained to learn about volunteerism from role models who were volunteers in the community, let them learn the methods of volunteerism. (2) Paṭipatti-saddhamma; cleaning the temple area and participating in community activities. (3) Pariyatti-saddhamma; knowing and realizing the benefits of volunteerism, having responsibility and sacrifice, having self-discipline in living with society and devoting oneself to the benefit of the public. The fourth aspect was community service: (1) Pariyatti-saddhamma; learning discipline, training in mind management and teamwork. (2) Paṭipatti-saddhamma; knowing how to plan work together, having generosity and be in a cheerful mood. (3) Pariyatti-saddhamma; resulting of working as a team, generosity, being a good citizen of society and living in society happily.

THE GUIDELINES FOR PARTICIPATORY ACADEMIC ADMINISTRATOR BASED-ON APARIHANIYADHAMMA 7 OF PRIMARY SCHOOL SMAIL SIZE SCHOOL UNDER NAKHON SAWAN PRIMARY SCHOOL EDUCATION SERVICE AREA 1

Chayanat Intarawiset — 2024-08-30

This research article aimed 1) to study the state of participatory academic administration of small school administrators and 2) to create a guideline for participatory academic administration of administrators based on the 7 principles of Aparihniyadhamma in small schools. A mixed-method research was used. The quantitative research collected data from 286 samples. The research instrument was a questionnaire with a reliability of 0.94. Data were analyzed by finding frequency, percentage, mean, and standard deviation. The qualitative research used a semi-structured interview method by collecting data from 9 key informants and analyzing the data by content analysis. The research results showed that 1) the state of participatory academic administration of small school administrators was at a high level overall and 2) the guideline for participatory academic administration of administrators based on the 7 principles of Aparihniyadhamma in small schools was as following: (1) Curriculum administration: administrators should organize a system for formulating the school curriculum that allowed all parties to participate in the development. (2) Teaching and learning management: administrators should organize a system for developing the learning process continuously, allowing learners to interact socially with individuals and various sources of knowledge. (3) Development of innovative media and educational technology. Administrators promoted teachers to produce and develop teaching media and innovations, and cooperate with government and private agencies to promote development. (4) Measurement and evaluation: Administrators supervise and monitor measurement and evaluation, academic administration, and were open and straightforward. Administrators should organize workshops to create and develop tools and conduct evaluations that covered all learning subject groups. (5) Supervision within the educational institution: Administrators planed for all parties to participate in recognizing the criteria and practices to support educational supervision. (6) Development of an internal quality assurance system in the educational institution: Administrators set additional educational standards of the educational institution to be consistent with national educational standards, basic education standards, and standards of the Office of the Basic Education Commission.

DEVELOPMENT OF A MOTIVATION MODEL IN PERFORMING WORK ACCORDING TO IDDHIPADA PRINCIPLES OF SECONDARY SCHOOL TEACHERS UNDER THE OFFICE OF PHRA NAKHON SI AYUTTHAYA SECONDARY EDUCATIONAL SERVICE AREA

Theerawee Phabua — 2024-08-30

This research article aimed to propose the development of a motivation model for teachers in secondary schools under the Office of the Secondary Education Service Area, Phra Nakhon Si Ayutthaya. It was a mixed-method research. The quantitative research used a questionnaire on the motivation needs of 414 teachers and an assessment form on the motivation model for teachers in accordance with the Four Iddhipda of 201 teachers. The data were analyzed using statistics, including frequency, percentage, mean, standard deviation, and needs. The qualitative research used interviews with 10 key informants and focus group discussions with 9 experts. The data were analyzed using content analysis. The research results found that the motivation model for teachers in secondary schools under the Office of the Secondary Education Service Area, Phra Nakhon Si Ayutthaya, consisted of 4 components: 1) Principles of creating a work culture that supported motivation, providing rewards and supporting for developing teachers’ skills and abilities, creating an atmosphere that supported creativity and sharing knowledge, 2) Objectives: Defining short-term, medium-term, and long-term objectives, 3) Integrating the Four Iddhipda with teachers’ motivation, 4) Applications in 6 areas: professional development projects, Coordinating a positive school culture, giving awards and honors, work-life balance, unity with colleagues, access to resources, and the overall evaluation results of the model development were at the highest level. When considering each aspect, it was found that the evaluation results were at the highest level in all 4 aspects: usefulness, feasibility, appropriateness, and correctness, respectively, which could be summarized as the research knowledge, namely PHABUA.

THE INTEGRATION OF EDUTAINMENT AESTHETICS AND SCHOOL ADMINISTRATION

Karantarat Chamnianpan — 2024-08-30

This article presented the integration of the principles of aesthetic education with school administration, which was the management of education in a world with high volatility. This was a result of the need to create stable economic and business potential. These things led to adjustment of the entire system in every sector, especially in education. Therefore, educational institution administrators were of paramount importance to the survival of education and were prepared to accommodate continuous changes. As a result, the administration of the educational institution had changed for the better. Including organizing teaching and learning processes that promoted experiences in aesthetic education as physical, emotional, and intellectual development by integrating with the principles of aesthetic education in management with science and art, including: 1) Pleasure: pleasure arising from the mind, 2) Ethics: beauty, goodness, joy, and enjoyment and sincerity, and 3) Function: considering the utility of art. This would bring benefits and be a guideline for the management of educational institutions that having art based on morality and ethics according to the way of life and culture of Thai people who had been nurtured by the teachings of Buddhism and to make the personnel in the educational institution feel joyful and happy with their daily educational duties, which would affect teaching students to have joy and happiness as well as within the family, society, and nation, respectively.

APPLICATION OF BUDDHIST PRINCIPLES IN RESOLVING CONFLICTS AMONG PERSONNEL IN EDUCATIONAL INSTITUTIONS

Tanakorn Chankaew — 2024-08-30

Application of Buddhist principles to resolve conflicts among personnel in educational institutions was a synthesis of Buddhist principles that resolved conflicts among personnel and applied to resolving conflicts among personnel in educational institutions which would affect the administration of educational institutions. The results of the study could be summarized as following; Executives must have a guideline to avoid these four bias; 1) Chand gati is biased because of love, 2) Dos gati is biased because of hate, 3) Moh gati is biased because of ignorance, and 4) Bhay gati is biased because of fear. It was because of these four biases, that would cause unfairness and conflict among personnel in educational institutions and affected the efficiency of school administration by administrators. Therefore, resolving conflicts among personnel in educational institutions could be resolved by conducting the behavior of administrators without the four bias, using it as a guideline for practice in the management of educational institutions in 12 sides, consisted of identifying problems, specifying the criteria used to make decisions, assigning weight to decision criteria, identification of limiting factors, searching for alternatives, collection of information, evaluation of alternatives, choosing the best alternative, making decisions, implementing decisions, evaluation of results and applying the results.

THREEFOLD TRAINING WITH THE DEVELOPMENT OF TEACHERS AND EDUCATIONAL PERSONNEL IN A VUCA WORLD

Chaloemsak Musika — 2024-08-30

Today's world is changing rapidly. Digital technology plays an important role in every aspect of life. Education itself cannot avoid this change. Teachers and educational personnel therefore must constantly develop themselves to be able to support these changes and develop learners to be able to learn and grow effectively in a VUCA World society and live their lives in a correct and good way. And with the Threefold Training being Buddhist principles that emphasize self-development in morality, concentration, and wisdom, this principle can be applied to the development of teachers and educational personnel to develop skills in various areas to support changes in the changing world and lead to the development of students to be able to cope with the changing world.

This academic article had adopted the threefold principle which is an important doctrine in Buddhism that must be studied and practiced in the training of body, speech, mind, and wisdom. The Threefold Training Path is like a compass that guides the practitioner to the goal. It is the principle of developing skills in morality, concentration, and wisdom to support changes in the world of change and lead to the development of students to have the ability to cope with the world of change as desired, that is, 1) Morality: Develop communication skills, develop teamwork skills, develop skills in ethics and morality, develop skills in citizenship, understanding, awareness, and participation in society. 2) Concentration: Develop analytical thinking skills, develop health skills, develop cultural skills and 3) Wisdom: Develop effective digital technology skills, develop learning skills, and develop language skills.

Threefold Training used in the development of teachers and educational personnel would help to develop and strengthen the necessary skills for teachers and educational personnel in the changing world as being able to adapt effectively to keep up with changes and being able to transfer knowledge to students to have the competency as desired.

TEACHER HAPPINESS: THE KEY TO THE SUCCESS OF EDUCATION MANAGEMENT

Soonthorn Prikjumroon — 2024-08-30

Studying teachers' happiness was an important part of advancing educational reform according to the specified goals. Teachers' happiness affected students' positive emotions and learning motivation. Happy teachers were therefore a predictor of students' happiness and learning performance. Happiness occurred when a person experiences positive emotions from a situation that the person interpreted as desirable. Factors related to teachers' happiness at work were classified as personal factors such as age, education, skills, and work experience, and environmental factors such as working atmosphere, colleagues, leaders, salary, students' responsibilities, and progress. These factors affected teachers' job satisfaction, creating happiness in teachers' work was therefore an effort to respond to teachers' physical and mental needs in a correct, appropriate, and balanced manner, understanding each teacher's nature, and thoroughly understanding teachers' work conditions to make teachers happy and be the driver of educational management toward the success of students and educational institutions which developed human resources for economic growth, peace, equality, and sustainability of the nation.

PARTICIPATORY MANAGEMENT OF EDUCATIONAL INSTITUTIONS ACCORDING TO SANGHAWATTHU PRINCIPLES 4

Nareerat Pandee — 2024-08-30

This article presented the participatory management of educational institutions according to the principles of Saṇgahavatthu 4, which was an application of the principles of Saṇgahavatthu 4to the participatory management of educational institutions in order to provide an opportunity for people related to educational institutions, including teachers, students, parents, communities, and organizations to think, plan, decide, practice, monitor, and evaluate various activities of educational institutions together in order to brainstorm ideas. There was a participation from a variety of groups of people to create a variety of perspectives, new ideas and approaches emerge in developing educational institutions cooperation, sharing responsibility, helping work to achieve its goals, transparency, revealing information to build trust, reducing corruption problems and sustainability, the policies and activities from cooperation would receive the support and could continue sustainably. In conclusion, the application of the 4 Saṇgahavatthu principles in the participatory management of educational institutions consisted of: 1) Dna: giving, such as allocating scholarships, lunch funds, learning equipment to students in need, supporting research funds, teaching development funds for teachers, awarding scholarships to students with good academic results and good behavior. 2) Piyavca: kindly speech, that was the administrators and teachers speaking politely, gently, respectfully, listening to the opinions of students, teachers, and personnel, creating a pleasant, warm, and safe atmosphere in the educational institution. 3) Atthacariy: useful conduct, that was the administrators and teachers were honest, transparent, and verifiable. The students were honest, respecting the rules, and were responsible for themselves and society. 4) Samnattat: consistency, meant that the administrators treated students, teachers and staff with equality and fairness. Teachers gave importance to every student and promoted the potential of each student so that students could develop physically, emotionally, socially and intellectually to their full potential.

BUDDHIST PRINCIPLES IN THE ADMINISTRATION OF HIGH-PERFORMANCE EDUCATIONAL INSTITUTIONS

Koranit Suwannatrai — 2024-08-30

Management of high performance educational institutions to develop people in every dimension and all ages to be good, talented, and quality people because according to the 20-year national strategy (2018 - 2037) had set development goals in every dimension. and all ages to be good, talented, and quality people, creating opportunities and social equality by focusing on raising the quality of teachers and educational personnel, developing modern curriculum and teaching, promoting lifelong learning, creating growth based on quality of life at the master plan under the national strategy and national reform plan for education. There were guidelines for developing good competencies and characteristics which was suitable for all ages, there was a learning reform for the 21st century, adjusting the role of teachers to be modern teachers, increasing the efficiency of the education management system at all levels. The administration of the educational institution had clear goals and was committed to achieving those goals, working efficiently and effectively in managing educational institutions with high morality and ethics, having a clear vision and was committed to developing educational institutions to have quality, having comprehensive knowledge and understanding of educational institution management, providing quality teacher development courses, encouraging teachers to develop themselves continuously, and work processes were appropriate to the situation and needs of stakeholders. Therefore, high-performing personnel were knowledgeable, capable, and had the potential to perform their jobs resulting in being a quality and moral person. The principle of Buddhism that was integrated with the management of high-performance educational institutions was the Four Iddhipāda principles; meaning the base or path to success or the tools for success, tools to accomplish your goals, way to success. These four virtues that led to the achievement of the intended results, consisting of Chanda (contentment), Viriya (perseverance), Citta (attention) and Vima sā (use of intellectual consideration). These principles could be applied in management of educational institutions of administrators by following the four principles of Iddhipadā would be prepared in every aspect; mentally, thought, and action. This would result in the administration of the educational institution achieving its goals.

VISIONARY LEADERSHIP BASED ON THE FOUR IDDHIPADAS AND MODERN EDUCATION

Sutidate Suwanla — 2024-08-30

This article emphasized on the importance of visionary leadership for educational administrators in the current era, which was constantly facing changes and challenges. Executives needed to have a clear vision to lead the organization through obstacles and achieve its goals. Therefore, successful executives should have important qualities, namely, creating a clear and practical vision by integrating the four principles of influence into their work, namely, Chanda (contentment), Viriya (diligence), Citta (intention), and Vima s (contemplation). Visionary leadership that integrates the four principles of Iddhip da was an important tool in developing education in the current era. Executives with vision could create innovations and lead the organization to achieve its goals effectively.

Executives must also be good role models, be creative, and working as a team to inspire and develop personnel to their highest potential. Visionary leadership that integrated the four principles of Iddhip da was an important tool in developing education in the current era. Executives with vision could create innovations and lead the organization to achieve its goals effectively.

The article suggested that visionary leadership that was consistent with the four principles of influence would help executives in leading the organization to sustainable success, focusing on developing learners to be quality individuals with the skills necessary for living in the 21st century and to be able to cope with change effectively.