Journal of Educational Review Faculty of Education in MCU

PERSONNEL ADMINISTRATION IN BASED ON THE DASAVIDHA-RAJADHAMMA BY SCHOOL ADMINISTRATORS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE, NAKHON SI THAMMARAT

Tharanan Chandaeng, PhraKhruSumetpariyattikhun, Preecha Samakkhi — Tue, 01 Sep 2026 00:00:00 +0700

This research article aimed to 1) examine the current state of personnel administration among school administrators under the Secondary Educational Service Area Office Nakhon Si Thammarat, 2) investigate guidelines for personnel administration based on the Ten Royal Virtues (Dasavidha-ajadhamma) among school administrators under the same office, and 3) propose guidelines for personnel administration based on the Ten Royal Virtues for school administrators under the Secondary Educational Service Area Office Nakhon Si Thammarat. This research utilized a mixed-methods approach. Quantitative data were collected using questionnaires from a sample of 60 participants and analyzed using descriptive statistics, namely frequencies, percentages, and standard deviations. Qualitative data were collected through interviews with 5 key informants and a focus group discussion involving 7 experts, and were analyzed using content analysis.

The results revealed that 1) The overall state of personnel administration among school administrators was at the highest level in all aspects. The aspects were ranked as follows: (1) personnel development, (2) personnel planning, (3) personnel retention, (4) performance evaluation, and (5) personnel placement. 2) The guidelines for personnel administration based on the Ten Royal Virtues emphasize systematic and transparent practices, integrating moral principles with modern management approaches. These guidelines encompass planning, recruitment and appointment, development, retention, and fair and effective performance evaluation. They are grounded in integrity, fairness, compassion, and responsibility, aiming to enhance personnel capacity, boost morale, and promote the overall progress and sustainability of educational institutions. 3) The proposed guidelines for personnel administration based on the Ten Royal Virtues were evaluated by experts aThe results of the proposed guidelines for personnel administration based on the Dasavidha-ajadhamma among school administrators under the Secondary Educational Service Area Office Nakhon Si Thammarat revealed that the guidelines were appropriate, feasible, and beneficial for application in personnel administration based on the Dasavidha-ajadhamma principles among school administrators.nd found to be appropriate, feasible, and beneficial.

A STUDY OF ACADEMIC ADMINISTRATION IN ACTIVE LEARNING INSTRUCTION IN THE CHATURAMIT LAT YAO SCHOOL GROUP, LAT YAO DISTRICT, NAKHON SAWAN PROVINCE, BASED ON THE FOUR BASES OF SUCCESS

Sarinee Khajad, PhrakhruSrisutthammaniwit, Worrakrit Thuenchang — Tue, 01 Sep 2026 00:00:00 +0700

This research article aims to (1) study the state of academic administration in Active Learning instruction based on the Iddhipada 4 (Four Bases of Success); and (2) compare the opinions of school administrators and educational personnel regarding academic administration in Active Learning instruction based on the Iddhipada 4, classified by personal factors. This quantitative research utilized questionnaires administered to a sample of 97 participants. The data were analyzed using descriptive statistics, namely frequency, percentage, mean, and standard deviation. Differences were compared using a t-test and one-way ANOVA. When statistically significant differences were found, pairwise comparisons were performed using the Least Significant Difference (LSD) method.
The research findings revealed that (1) the overall state of academic administration in Active Learning instruction of the Chaturasmit Lat Yao School Group in Lat Yao District, Nakhon Sawan Province, based on the Iddhipada 4, was at the highest level. When considering each of the five aspects individually, all were at the highest level: educational supervision, measurement, evaluation, and credit transfer, development of Active Learning processes, research for improving educational quality in schools, and Active Learning instruction in schools, respectively. (2) The comparison results classified by personal factors showed that respondents with different genders, positions, and educational levels did not have statistically significant differences in their overall opinions at the 0.05 level. However, respondents with different ages and work experience showed statistically significant differences in their overall opinions at the 0.05 level. Specifically, respondents aged under 35 and 36–45 years had higher mean opinion scores than those aged 45 years and over, and those with 11–15 years and 16–20 years of work experience had higher mean opinion scores than those with less than 5 years, 6–10 years, 21–25 years, and 26 years or more of work experience. Regarding environmental factors, namely training to build teachers' understanding of Active Learning instruction, the use of technology in Active Learning instruction, and knowledge sharing within the classroom— no statistically significant differences in overall opinions were found in any of the aspects at the 0.05 significance level.

THE DEVELOPMENT OF INTERPERSONAL RELATIONSHIP SKILLS THROUGH BUDDHIST-ORIENTED GUIDANCE ACTIVITY PACKAGES FOR JUNIOR HIGH SCHOOL STUDENTS AT WAT TALAN TAI (CHAROEN WITTHAYA) SCHOOL, PHRA NAKHON SI AYUTTHAYA PROVINCE

Dhitiwan Paradee, PhrakhrupaladMaroot Wormoklalo, Saiyut Meeruek — Wed, 02 Sep 2026 00:00:00 +0700

This research article aims to 1) develop a Buddhist-oriented guidance activity package to enhance the interpersonal relationship skills of junior high school students at Wat Talan Tai (Charoen Witthaya) School; and 2) study the effects of developing interpersonal relationship skills using the Buddhist-oriented guidance activity package among junior high school students at Wat Talan Tai (Charoen Witthaya) School. This study employed a quasi-experimental research design. The sample consisted of 12 junior high school students at Wat Talan Tai (Charoen Witthaya) School in Phra Nakhon Si Ayutthaya Province, who exhibited low and very low levels of interpersonal relationship skills. The participants were selected using an interpersonal relationship assessment form. The research instruments included: 1) an interpersonal relationship assessment form; 2) an interview form for designing the Buddhist-oriented guidance activity package; 3) the Buddhist-oriented guidance activity package; and (4) an interpersonal relationship skill evaluation form. The data were analyzed using the mean, standard deviation, and statistical tests.

The research findings revealed that 1) the Buddhist-oriented guidance activity package for enhancing interpersonal relationship skills of junior high school students at Wat Talan Tai (Charoen Witthaya) School met the specified criteria. It emphasized the integration of Buddhist principles into daily life through diverse activities and was validated for appropriateness by experts. 2) After participating in the activity package, the students' interpersonal relationship skills increased significantly at the 0.05 level, particularly their ability to cooperate with others. Furthermore, educational institutions can apply and integrate this activity package into other subjects to holistically develop students' morals, ethics, and quality of life in society.

EFFECTIVENESS OF ACADEMIC ADMINISTRATION IN THE DIGITAL AGE OF EDUCATIONAL INSTITUTIONS UNDER SUPHANBURI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Suwanunt Naklampa, Suttipong Boonphadung — Mon, 31 Aug 2026 00:00:00 +0700

The purposes of this research were to: 1) examine the level of effectiveness of academic administration in the digital era in schools under the Suphan Buri Primary Educational Service Area Office 2, and 2) compare the effectiveness of academic administration in the digital era among these schools based on school size. The study employed a qualitative research design. The sample group consisted of 302 participants selected through stratified random sampling without proportional allocation. The research instrument was a questionnaire with a reliability coefficient of 0.98. Data were analyzed using percentage, mean, and standard deviation, while the research hypotheses were tested using the t-test.

The results of the research found that 1) the level of effectiveness of academic administration in the digital age of educational institutions Under the jurisdiction of the Suphanburi Primary Educational Service Area Office, Area 2, overall, each aspect has an average level at a high level. 2) Results of comparing the effectiveness of academic administration in the digital age of educational institutions. Under the jurisdiction of the Suphanburi Primary Educational Service Area Office, Area 2, classified by school size. It was found that there was no difference between small schools and medium and large schools.

THE NEEDS ASSESSMENT FOR INFORMATION TECHNOLOGY MANAGEMENT COMPETENCY DEVELOPMENT AMONG SCHOOL ADMINISTRATORS, UNDER THE PATHUM THANI PRIMARY EDUCATIONAL SERVICE AREA OFFICE

Pojchana Yakham , Sin Ngamprakhon, PhramahaYannawat Thitavaḍḍhano — Wed, 02 Sep 2026 00:00:00 +0700

This research article aims to investigate the needs for developing information technology management competencies among school administrators under the Pathum Thani Primary Educational Service Area Office. The study employed a quantitative research design. The population consisted of 228 school administrators under the Pathum Thani Primary Educational Service Area Office. A sample of 144 participants was determined using the Krejcie and Morgan sample size table. The Data was analyzed using descriptive statistics, including percentage, mean, and standard deviation.

The research findings revealed that the need for developing information technology management competencies among school administrators under the Pathum Thani Primary Educational Service Area Office was, overall, at a high level. When considering each competency, Competency 1: Information Technology Utilization and Management was rated at the highest level, followed by Competency 3: Promotion and Support of Information Technology Utilization, which was rated at a high level, and Competency 2: Evaluation of Information Technology Utilization which also rated at a high level.

TEACHING DIFFICULT HISTORY IN THE DEEP SOUTH OF THAILAND: HOW TEACHERS APPLY JUSTICE-SENSITIVE PEDAGOGY INTO THE CLASSROOMS

Pattawee Daengkomane , Hsiao-Lan Chen — Mon, 31 Aug 2026 00:00:00 +0700

The purpose of this study is: 1) to examine how teachers conceptualize Justice-sensitive Pedagogy (JSP); 2) to explore how teachers apply JSP in teaching difficult history topics; and 3) to investigate the institutional, political, and pedagogical constraints affecting the implementation of JSP in the deep south provinces of Thailand. A qualitative case study approach was used to study six secondary school teachers from six schools with diverse educational contexts. In addition, interviews were conducted with two university educators and two education policymakers. Data were collected through semi-structured interviews and analyzed using thematic analysis.

The results show that teachers viewed JSP not as a completely new teaching method, but rather as an approach they had already applied indirectly in classroom practice. This indirect teaching strategy was influenced by the national curriculum, which does not explicitly include difficult history content, resulting in teaching practices that depended largely on individual teachers’ choices and interpretations. The findings also indicate that ongoing violence in the three southern provinces, as well as differences between public schools and private Islamic schools, affected the design of teaching and learning activities. Institutional limitations, political sensitivities, and pedagogical challenges were found to constrain the implementation of JSP in schools. This study argues that the effectiveness of JSP cannot rely solely on the individual abilities of teachers, but requires systematic support through teacher training, curriculum development, learning materials, and educational policies. This study provides practical insights and theoretical support for the development of history education and peace-oriented pedagogy in conflict-affected contexts.

EMPLOYER BRANDING AFFECTING ORGANIZATIONAL COMMITMENT OF TEACHERS IN PRIVATE SCHOOLS IN BANGKOK

Darika Kedsuwan, Wisut Wichitputcharaporn — Tue, 01 Sep 2026 00:00:00 +0700

The objectives of this research were 1) to examine the level of employer branding of private schools in Bangkok, 2) to investigate the level of organizational commitment among private school teachers, and 3) to analyze the influence of employer branding on teachers’ organizational commitment. This study employed quantitative research design, using a questionnaire as the main instrument for data collection. The sample consisted of 202 teachers from private schools, selected through simple random samplings. The research procedures included defining the population and selecting the sample, developing and validating the research instrument, collecting data from the respondents, and analyzing the data using descriptive statistics—frequency, percentage, mean, and standard deviation—and inferential statistics through stepwise multiple regression analysis.

The results revealed that 1) employer branding was at a high level, with functional benefits receiving the highest mean score, followed by psychological benefits, while economic benefits had the lowest mean score. 2) Organizational commitment was also at a high level, with affective commitment being the highest, followed by normative commitment, whereas continuance commitment had the lowest mean score. 3) Employer branding predicted 76.20 percent of the variance in organizational commitment. Psychological benefits had the strongest positive influence (β = .901), economic benefits had a negative influence (β = –.135)

A STUDY OF THE COMPONENTS AND INDICATORS OF INSTRUCTIONAL SUPERVISION OF TEACHERS IN PRIMARY SCHOOLS UNDER THE PATHUM THANI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Ratthawan Muanmart, PhrakhruPhawnawuthibanthit, PhramahaYannawat Thitavaḍḍhano — Tue, 01 Sep 2026 00:00:00 +0700

This research article aims to study the components and indicators of instructional supervision of teachers in primary schools under the Pathum Thani Primary Educational Service Area Office 1. This study employed a qualitative research approach through document analysis and interviews with 15 key informants, including school administrators, teachers, and educational experts, selected through purposive sampling. The data was analyzed using content analysis.

The research findings revealed that the components and indicators of instructional supervision of teachers in primary schools under the Pathum Thani Primary Educational Service Area Office 1 consisted of 5 components and 65 sub-indicators, as follows: Component 1: Collaborative Planning with 13 sub-indicators; Component 2: Collaborative Team Building with 17 sub-indicators; Component 3: Classroom Observation with 12 sub-indicators; Component 4: Post-Observation Conferences with 11 sub-indicators; and Component 5: Post-Lesson Reflection for Continuous Improvement with 12 sub-indicators.

THE MODEL FOR ENHANCING THE QUALITY OF WORK LIFE OF TEACHERS IN SMALL-SIZED SCHOOLS UNDER THE NAKHON SAWAN PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1 BASED ON THE DITTHADHAMMIKATTHA PRINCIPLES

Sunisa Noichom , Thanee Gesthong, Direk Duangloy — Wed, 02 Sep 2026 00:00:00 +0700

This research article aims to (1) study the state of the quality of work life of teachers in small-sized schools; (2) propose a model for enhancing the quality of work life of teachers in small-sized schools based on the Ditthadhammikattha principles (Principles for Present Benefits); and (3) evaluate the model for enhancing the quality of work life of teachers in small-sized schools based on the Ditthadhammikattha principles. This study employed a mixed-methods approach divided into three phases. In Phase 1, data were collected using questionnaires from a sample of 291 participants and analyzed using descriptive statistics, namely the mean and standard deviation. In Phase 2, a focus group discussion was conducted with 7 qualified experts, and the data were analyzed using content analysis. In Phase 3, the model was evaluated by 10 school administrators and teachers, and the data were analyzed using the mean and standard deviation.

The research findings revealed that (1) The overall state of the quality of work life of teachers in small-sized schools under the Nakhon Sawan Primary Educational Service Area Office 1 was at a high level. (2) The model for enhancing the quality of work life of teachers in small-sized schools based on the Ditthadhammikattha principles comprised five key aspects: (1) Compensation: Supporting and motivating teachers who perform their duties with dedication. (2) Career Advancement and Security: Promoting professional development and advancement in academic standing. (3) Knowledge and Capability Development: Continuously encouraging self-potential enhancement through training and further education. (4) Interpersonal Collaboration: Fostering teamwork and good relationships with all sectors based on sincerity. (5) Work Environment: Improving the environment and supporting technology and digital media conducive to quality teaching and learning. (3) The overall evaluation results of the model for enhancing the quality of work life of teachers in small-sized schools based on the Ditthadhammikattha principles were at the highest level in all four aspects: appropriateness, feasibility, utility, and accuracy.

ETHICAL LEADERSHIP OF SCHOOL ADMINISTRATORS AFFECTING THE ORGANIZATIONAL COMMITMENT OF TEACHERS UNDER NAKHONNAYOK PRIMARY EDUCATIONAL SERVICE AREA

Pitak Pontep, Manaphan Chansilp, Chulalak Sorapan — Mon, 31 Aug 2026 00:00:00 +0700

The objectives of this research were to: 1) investigate the level of ethical leadership of school administrators 2) assess the level of organizational commitment among teachers 3) examine the relationship between school administrators' ethical leadership and teachers' organizational commitment and 4) develop a predictive equation for school administrators' ethical leadership affecting teachers’ organizational commitment within the Nakhon Nayok Primary Educational Service Area Office. This study employed a survey research design. The sample consisted of 285 civil service teachers, obtained through stratified random sampling based on school size. The research instruments were questionnaires regarding ethical leadership and organizational commitment, with reliability coefficients of 0.99 and 0.97, respectively. Data were analyzed using descriptive statistics and simple regression analysis.

The research findings revealed that 1) the overall level of ethical leadership of school administrators was at a high level 2) the overall level of organizational commitment of teachers was at a high level 3) there was a significant positive relationship at a high level between the ethical leadership of school administrators and teachers’ organizational commitment at the .05 level (r = .77) and 4) school administrators’ ethical leadership significantly predicted teachers’ organizational commitment at the .05 level, with a predictive power of 59.0%. The predictive equations in raw score and standardized score forms were ŷ = 1.620 + .641(x) and Ẑ_y = .769(Z_x), respectively.

GUIDELINES FOR PERSONNEL ADMINISTRATION IN THE DIGITAL ERA BASED ON THE SANGAHAVATTHU 4 PRINCIPLES FOR SECONDARY SCHOOLS IN PHRA SAMUT CHEDI DISTRICT, SAMUT PRAKAN PROVINCE

Wed, 02 Sep 2026 00:00:00 +0700

This research article aims to 1) study the priority needs for personnel administration in the digital era; 2) study the development of personnel administration in the digital era based on the Sangahavatthu 4 principles; and 3) propose guidelines for personnel administration in the digital era based on the Sangahavatthu 4 principles for secondary schools in Phra Samut Chedi District, Samut Prakan Province. This study employed a mixed-methods approach, combining quantitative research using questionnaires administered to a sample of 108 participants, with data analyzed using descriptive statistics, including frequency, percentage, mean, standard deviation, and the Priority Needs Index (PNI). Qualitative research through interviews with 6 key informants, with data analyzed using content analysis.

The research findings revealed that: 1) the priority needs for personnel administration in the digital era for secondary schools in Phra Samut Chedi District, Samut Prakan Province, were ranked as follows: first, personnel development; second, performance evaluation; third, workforce planning; fourth, recruitment, appointment, and personnel placement; and 5th, personnel retention. 2) The development of personnel administration in the digital era based on the Sangahavatthu 4 principles comprised five aspects: Workforce Planning, which emphasized utilizing digital technology for data analysis and contingency planning; Recruitment and Appointment, which employed online recruitment systems and digital databases for record-keeping; Personnel Development, which promoted coaching and Professional Learning Communities (PLC) via digital platforms; Personnel Retention involved creating an easily accessible digital knowledge base; and Performance Evaluation communicated results and fostered understanding through digital channels. 3) The guidelines for personnel administration in the digital era based on the Sangahavatthu 4 principles included: (1) Dana (Giving): using digital databases to distribute opportunities transparently and reduce workloads; (2) Piyavaca (Kindly Speech): communicating politely and clearly in recruitment announcements to attract candidates; (3) Atthacariya (Useful Conduct): applying Skill Mapping systems and information technology for optimal personnel placement matching their expertise; and (4) Samanattata (Even and Equal Treatment): establishing standardized digital competency requirements equitably and without discrimination for all positions.

EFFECTS OF PROJECT BASED LEARNING MANAGEMENT THROUGH INVENTION ON THE EXECUTIVE FUNCTIONS OF YOUNG CHILDREN AT BANGKAITHUEAN (TANTIVISITPRACHANUKUL) SCHOOL, CHAINAT PROVINCE

Piyakorn Paiwan, Dararat Uthaipayuck, Kittiwan Sinthunava — Tue, 01 Sep 2026 00:00:00 +0700

The purposes of this research were 1) to study the relationship of Young Children’s Executive Functions before and after participating Project Based Learning in the form of invention participating 2) to compare Young Children’s Executive Functions before and after participating Project Based Learning in the form of invention. This study employed a quasi-experimental research design. The sample consisted of 20 preschool children. The research instruments included 32 invention-based Project-Based Learning (PBL) lesson plans, with Item-Objective Congruence (IOC) indices ranging from 0.67 to 1.00. In addition, an Executive Function (EF) assessment for preschool children was developed to evaluate four components: initiative, planning, cognitive flexibility, and self-evaluation. The assessment comprised 20 items, with five items for each component. The IOC indices of the assessment ranged from 0.67 to 1.00. The item difficulty indices ranged from 0.20 to 0.40, while the discrimination indices ranged from 0.40 to 0.80. The overall reliability coefficient of the assessment was 0.74. Data were analyzed using mean, standard deviation, percentage difference, and the Chi-square test.

The finding revealed that 1) the executive functions of young children before and after participating Project Based Learning in the form of invention were significantly correlated at the .05 level, and 2) young children demonstrated higher executive functions after participating Project Based Learning in the form of invention than before the experiment, both overall and in each aspect.

PROACTIVE EDUCATIONAL INSTITUTIONS MANAGEMENT STRATEGIES, UNDER THE NAKHON SAWAN PROVINCIAL OFFICE OF THE DEPARTMENT OF LEARNING ENCOURAGEMENT BASED ON THE SEVEN PRINCIPLES OF SAPPURISA-DHAMMA

Charinthip Chotisee, Winai Tongmun, PhramahaUdorn Uttaro — Wed, 02 Sep 2026 00:00:00 +0700

This research article aims to 1) Study the current state of proactive educational institution management under the Nakhon Sawan Provincial Office of the Department of Learning Encouragement 2) Propose proactive educational institution management strategies for the Nakhon Sawan Provincial Office of the Department of Learning Encouragement based on the seven principles of Sappurisa-dhamma. This study employed a mixed-methods research design. The sample consisted of 144 participants, and 10 key informants. The research instruments included a questionnaire with a reliability coefficient of 0.929 and an interview form. Data was analyzed using frequency, percentage, mean, and standard deviation, while qualitative data was analyzed through content analysis.

The research findings revealed that; 1) The overall state of proactive educational institution management under the Nakhon Sawan Provincial Office of the Department of Learning Encouragement was at a high level. When considering the six aspects individually, flexible strategic planning was at the highest level. The remaining five aspects were at a high level: networking and collaboration, future foresight, driving active learning management, personnel development and empowerment, and innovation and resource management, respectively. 2) The proactive educational institution management strategies for the Nakhon Sawan Provincial Office of the Department of Learning Encouragement based on the seven principles of Sappurisa-dhamma consisted of seven guidelines for each of six aspects: future forecasting, flexible strategic planning, personnel development and empowerment, innovation and resource management, driving proactive learning management, and networking and collaboration.

THE DEVELOPMENT OF A SUPPLEMENTARY READING BOOK SERIES, "LEARNING POEMS AND TEACHING VOWELS: WE LOVE PHAYAO," IN CONJUNCTION WITH THE FOUR BLOCKS LEARNING TECHNIQUE, AIMS TO IMPROVE READING COMPREHENSION ACHIEVEMENT FOR FIRST-GRADE STUDENTS

Rungrat Boonruang — Tue, 01 Sep 2026 00:00:00 +0700

This research article aimed to: 1) study the basic information; 2) develop and determine the efficiency of the supplementary reading books based on the 80/80 efficiency criterion; 3) implement the supplementary reading books; and 4) evaluate the use of the supplementary reading books. The target group in this study consisted of 11 first-grade students from one classroom at Ban Mae Tam School, under the Office of Phayao Primary Educational Service Area 2, Phayao Province, during the second semester of the 2025 academic year. The research instruments consisted of: 1) four volumes of supplementary reading books; 2) lesson plans; 3) a 30-item learning achievement test; and 4) a student satisfaction questionnaire. The data were analyzed using mean, standard deviation, dependent t-test, and content analysis

The research findings revealed that: 1) The results of the basic information study for the development indicated that reading promotion books are one type of educational innovation and instructional media that enable learners to study independently. In addition, the Four-Blocks teaching technique was found to be an instructional approach for developing reading skills by providing learners with opportunities to read, and then connecting prior knowledge with new knowledge. Experts, teachers, and students shared consistent opinions regarding the need to develop reading promotion books. 2) The results of the development and efficiency assessment of the reading promotion books showed that the efficiency values (E₁/E₂) for individual trials were 68.89/64.44, for small group trials were 67.50/70.37, and for the field tryout were 82.14/85.00. 3) The results of the implementation of the reading promotion books showed that the efficiency (E₁/E₂) was 85.42/90.71, which met the established criterion of 80/80. 4) The results of the evaluation and revision of the reading promotion books revealed that students’ post-learning achievement was significantly higher than their pre-learning achievement at the .01 level of statistical significance. Furthermore, the students’ overall satisfaction was at the highest level.

THE EFFECTS OF CREATIVE ART ACTIVITIES INTEGRATED WITH SIMULATED SITUATIONS IN MULTI-AGE CLASSROOMS ON THE BASIC MATHEMATICAL SKILLS OF YOUNG CHILDREN. WAT PHRA KAEW SCHOOL, CHAI NAT PROVINCE

Amonrat Amnouysan, Dararat Uthaipayuck, Kittiwan Sinthunava — Mon, 31 Aug 2026 00:00:00 +0700

The purpose of this research were to: 1) study the correlation of basic mathematical skills of young children before and after receiving creative art activities integrated with simulated situations in a multi-age classroom, and 2) compare the basic mathematical skills of young children before and after receiving creative art activities integrated with simulated situations in a multi-age classroom. This research was a quasi-experimental research using a one-group pretest-posttest design. The population consisted of four young children, boys and girls, studying in a multi-age classroom setting at Wat Phra Kaew School, Chai Nat Province, during the first semester of the academic year 2025. The group comprised two children from Kindergarten 2 and two children from Kindergarten 3. The research instruments included: The experience management plan based on creative art activities integrated with simulated situations for multi-age classroom, consisting of 32 plans. The Index of Item Objective Congruence (IOC) equal to 1.00, The Content Validity Index (IOC) for the Mathematics Basic Skills Test equal to 1.00. The test consisted of 4 sets, with 4 items each (16 items in total). The statistics used for data analysis were mean, standard deviation, and the Chi-square test.

The research findings revealed that: 1) The basic mathematical skills of young children before and after receiving creative art activities integrated with simulated situations in a multi-age classroom were statistically significantly correlated at the statistically significant level of .05, and 2) The basic mathematical skills of young children after receiving the creative art activities integrated with simulated situations in a multi-age classroom were higher than before receiving the experiences, both overall and in each aspect.

THE TRANSFORMATIONAL LEADERSHIP OF ADMINISTRATORS AFFECTING THE ACTIVE LEARNING MANAGEMENT OF TEACHERS AT AIR TECHNICAL TRAINING SCHOOL, DIRECTORATE OF EDUCATION AND TRAINING, ROYAL THAI AIR FORCE

Sathit Cheewangkool, Wisut Wichitputcharaporn — Tue, 01 Sep 2026 00:00:00 +0700

This research article aims to 1) study the level of transformational leadership of the administrators of the Air Technical Training School, 2) study the level of proactive learning management of the teachers at the Air Technical Training School, 3) study the transformational leadership of the administrators that affects the proactive learning management of the teachers at the Air Technical Training School, and 4) study the guidelines for developing the transformational leadership of the administrators that affects the proactive learning management of the teachers at the Air Technical Training School. It is a mixed-methods research combining quantitative and qualitative approaches. The research procedure used a questionnaire as a data collection tool for a sample group of 86 teachers from the Air Force School, selected by stratified random sampling according to population proportion. The questionnaire had a reliability of .982. The results were analyzed using frequency, percentage, mean, standard deviation, and inferential statistics through stepwise multiple regression analysis. An interview was used as a data collection tool for a sample group of 5 experts, and the results were analyzed using qualitative content analysis.

The research findings revealed that: 1) The level of transformational leadership of the Air Technical Training school administrators, overall and in each aspect, is at a high level; 2) The level of proactive learning management of the Air Technical Training school teachers, overall and in each aspect, is at a high level; and 3) The transformational leadership of administrators affecting the proactive learning management of the Air Technical Training school teachers can predict 63.60% of the variance in proactive learning management of the teachers, with the aspects that significantly contribute being intellectual stimulation, and the aspects that are not significant but still have an impact in order are vision, positive attitude, individuality, and flexibility. And 4) Approaches to developing the change leadership of executives that affect proactive learning management of the Air Technical Training teachers include strategic communication, reinforcement, individual self-development planning, development of learning community skills, and autonomy in creating learning activities.

GUIDELINES FOR THE DEVELOPMENT OF LEARNING SCHOOLS BASED ON THE CHAKRA 4 PRINCIPLES IN SCHOOLS UNDER THE LAK SI DISTRICT OFFICE, BANGKOK

Namassanan Parantom, PhraSriwatcharasarabundit, Suddhipong Srivichai — Wed, 02 Sep 2026 00:00:00 +0700

This research article aims to (1) study the state of learning school development; (2) study the methods for developing a learning school based on the Chakra 4 principles; and (3) propose guidelines for developing a learning school based on the Chakra 4 principles. This study employed a multiphase mixed-methods approach. For the quantitative research, data were collected using questionnaires from a sample of 132 participants and data analyzed using descriptive statistical methods including percentage, mean, and standard deviation. and qualitative research through interviews with 7 key informants, with data analyzed using content analysis.

The research findings revealed that (1) The overall state of learning school development in schools under the Lak Si District Office, Bangkok, was at a high level. When considering each of the five aspects individually, all were at a high level: lessons, learners, teachers, learning environment, and learning management methods, respectively. (2) The methods for developing a learning school based on the Chakra 4 principles comprised four mechanisms: (1) Patirupadesavasa: organizing the environment and providing technology conducive to learning. (2) Sappurisupassaya: Building a Professional Learning Community (PLC) network through a mentoring system. (3) Attasammapanidhi: cultivating an attitude of commitment to continuous self-development. (4) Pubbekatapunnata: utilizing existing intellectual capital and resources to further develop innovations. (3) The guidelines for developing a learning school based on the Chakra 4 principles focused on implementing a community problem-based curriculum, developing learning spaces alongside digital knowledge base systems, reducing teachers' workloads to promote classroom research, establishing collaborative networks, and employing authentic, competency-based assessments to elevate the schools into sustainable models of a lifelong learning society.

GUIDELINES FOR THE DEVELOPMENT OF ACTIVE LEARNING MANAGEMENT IN SMALL-SIZED SCHOOLS UNDER THE OFFICE OF CHIANG RAI PRIMARY EDUCATIONAL SERVICE AREA 3

Wasana Mukdasawan, Watchara Jatuporn — Mon, 31 Aug 2026 00:00:00 +0700

This research aimed to: 1) study the current and desirable conditions of active learning management, 2) examine the priority needs for developing active learning management, and 3) explore the guidelines for developing active learning management in small-sized schools under the Chiang Rai Primary Educational Service Area Office 3. This study employed a mixed-methods research design. The sample consisted of 186 school administrators and teachers from small-sized schools, selected through stratified random sampling, and 5 experts selected by purposive sampling. The research instruments included a questionnaire on the current and desirable conditions of active learning management and an interview form on the guidelines for developing active learning management. Data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation, as well as the modified Priority Needs Index (PNImodified) and content analysis.

The findings revealed that 1) the overall current and desirable conditions of active learning management in small-sized schools were at a high level, 2) the priority needs for developing active learning management indicated that the aspect of organizing active learning activities had the highest Priority Needs Index, followed by measurement and evaluation and learner-centered approaches, while the aspect of activity design had the lowest, and 3) the guidelines for developing active learning management in small-sized schools under the Chiang Rai Primary Educational Service Area Office 3 consisted of five approaches and fifteen implementation methods.

THE PRIORITY NEEDS IN DEVELOPING TEACHER EMPOWERMENT OF KRATHUMBAEN WISETSAMUTTHAKHUN SCHOOL

Sineenart Thongsima , Apiradee Jariyarangseeroge — Mon, 31 Aug 2026 00:00:00 +0700

This research article aimed to study the current state, desirable state, and priority needs for developing teacher empowerment at Krathumbaen Wisetsamuttakhun School. The study employed a descriptive research method. The research population was Krathumbaen Wisetsamuttakhun School. The informants consisted of 110 administrators and teachers of Krathumbaen Wisetsamuttakhun School in the 2025 academic year. The research instrument was a questionnaire on the current state and desirable state of teacher empowerment development at Krathumbaen Wisetsamuttakhun School. The statistics used for data analysis were frequency, percentage, mean, standard deviation, and the Modified Priority Needs Index (PNI_modified).

The research findings revealed that the highest priority need for developing teacher empowerment at Krathumbaen Wisetsamuttakhun School was trust and a positive organizational working climate (PNI_modified = 0.26), followed by the promotion of leadership and professional roles (PNI_modified = 0.18), participation and autonomy in decision-making (PNI_modified = 0.18), awareness of personal value, competence, and motivation (PNI_modified = 0.16), and professional development and career advancement opportunities, which had the lowest priority need (PNI_modified = 0.14). When considering development methods according to the components of teacher empowerment, the findings showed that trust and a positive organizational working climate should be developed primarily through team-based development and a supportive working climate, accounting for 73.64 percent. Participation and autonomy in decision-making should also be developed primarily through team-based development and a supportive working climate, accounting for 56.36 percent. Similarly, the promotion of leadership and professional roles should be developed primarily through team-based development and a supportive working climate, accounting for 56.36 percent. Awareness of personal value, competence, and motivation should be developed primarily through team-based development and a supportive working climate, accounting for 57.27 percent. Meanwhile, professional development and career advancement opportunities should be developed primarily through workshops, accounting for 57.27 percent.

GUIDELINES FOR THE DEVELOPMENT OF INTERNAL QUALITY ASSURANCE SYSTEM ACCORDING TO ARIYASACCA IV OF SANGWANWIT 7 SCHOOL UNDER NAKHON SI THAMMARAT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Sudarat Sudchu , Teeraphong Somkhaoyai, Suwes Klubsri — Wed, 02 Sep 2026 00:00:00 +0700

This research article aimed to: 1) to study the operational conditions of the internal quality assurance system in educational institutions 2) to examine the guidelines for developing the internal quality assurance system in educational institutions based on Ariyasacca IV and 3) to present and evaluate the guidelines for developing the internal quality assurance system in educational institutions based on Ariyasacca IV. This study employed a qualitative research methodology. Data were collected through in-depth interviews with 15 stakeholders, in-depth interviews with 5 experts, and a focus group discussion with 7 qualified experts. The data were analyzed using inductive analysis and focus group evaluation.

The research findings revealed that: 1) Regarding the implementation of the internal quality assurance system in educational institutions, some limitations were identified that affect the efficiency of operations. These include a lack of knowledge and understanding among some teachers and staff about educational standards, insufficient participation from parents and the community, and unstandardized data and information management. As a result, certain aspects of the implementation are discontinuous and have not yet achieved the highest effectiveness in improving the quality of education. 2) The guidelines for developing the internal quality assurance system in educational institutions based on Ariyasacca IV indicated that the operational process consists of six steps: (1) determining the educational standards of the institution, (2) preparing the educational development plan of the institution, (3) implementing the educational development plan, (4) evaluating and examining the internal educational quality, (5) monitoring the implementation to improve the institution in accordance with educational standards, and (6) preparing the self-assessment report. These steps were integrated with Ariyasacca IV as follows: (1) Dukkha (problems), (2) Samudaya (causes of the problems), (3) Nirodha (setting goals for problem resolution), and (4) Magga (determining the methods for solving the problems), which enhanced the systematic and effective implementation of the process. 3) The results of the presentation and evaluation of the guidelines for developing an internal educational quality assurance system based on the Ariyasacca IV found that they were appropriate, feasible, and beneficial for development within the educational institution.

THE DEVELOPMENT OF SCHOOL ADMINISTRATORS’ SKILLS IN THE 21ST-CENTURY BASED ON THE THREEFOLD TRAINING IN SCHOOLS UNDER THE PHETCHABUN PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Panadda Phoseng , Worrakrit Thuenchang, Thanong Thosagai — Tue, 01 Sep 2026 00:00:00 +0700

This research article aims to 1) Study the current state of school administrators’ 21^stcentury skills in school, and 2) Identify guidelines for developing school administrators’ 21^stcentury skills based on the Threefold Training in schools under the Phetchabun Primary Educational Service Area Office 3. This study employed a mixed-methods research design. For the quantitative research, data was collected using questionnaires from a sample of 300 school administrators and teachers, and analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation. For the qualitative research, data was collected through interviews with 10 key informants and analyzed using content analysis.

The research findings revealed that: 1) The overall state of 21^st-century skills of school administrators under the Phetchabun Primary Educational Service Area Office 3 was at the highest level. When considering the five aspects individually, three aspects were at the highest level: encouraging others, enabling others to act, and modeling the way. The remaining two aspects were at a high level: inspiring a shared vision and challenging the process. 2) The guidelines for developing 21^stcentury school administrators’ skills based on the Threefold Training under the Phetchabun Primary Educational Service Area Office 3, Buddhist principles should be systematically integrated into the five acpect of administrative skills as follows: (1) Sila (Morality): Administrators must serve as good role models and demonstrate morality, ethics, and transparency. (2) Samadhi (Concentration): Administrators must possess emotional maturity, mindfulness, and the ability to foster a collaborative atmosphere. (3) Panya (Wisdom): Administrators must apply information, innovation, and technology for decision-making and problem-solving. Ultimately, applying Threefold Training helps create a balance in behavior, mind, and intellect, leading to effective and sustainable school administration in the digital era.

EFFECTS OF HEALTH EDUCATION ACTIVITIES USING THE LOVE MODEL AND RCA TECHNIQUE ON PREVENTIVE DRUG USE BEHAVIORS AND PSYCHOLOGICAL IMMUNITY OF SECONDARY SCHOOL STUDENTS

Wipawadee Muleepol, Rungrawee Samawathdana — Tue, 01 Sep 2026 00:00:00 +0700

This research article aimed to investigate the effects of organizing health education learning activities through the integration of the LOVE Model and the RCA technique on secondary school students' drug prevention behaviors and psychological immunity. Utilizing a quasi-experimental research design, the study employed eight learning activity plans as the experimental treatment, which achieved an Item-Objective Congruence (IOC) index of 0.99. The data collection instruments comprised assessment scales for drug prevention behaviors and psychological immunity. Statistical analysis was performed using mean, standard deviation, and t-test for mean difference evaluation.

The research findings indicated that: 1) The experimental group had significantly higher mean scores in preventive drug use behaviors and psychological immunity after the experiment compared to before the experiment at the .05 level of statistical significance. 2) The experimental group had significantly higher mean scores in preventive drug use behaviors and psychological immunity than the control group at the .05 level of statistical significance.

DEVELOPING TRANSFORMATIONAL LEADERSHIP BASED ON DUTIYAPAPANIKA SUTTA PRINCIPLES OF EDUCATIONAL ADMINISTRATORS UNDER NAKHON SI THAMMARAT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Noppawan Kaewkoed , Teerapong Somkhaoyai, Suwet Klapsri — Wed, 02 Sep 2026 00:00:00 +0700

The objectives of the study were 1)to investigate the current state of transformational leadership among school administrators; 2)to examine approaches for developing transformational leadership based on the principles of the Dutiyapapanika Sutta among school administrators; and 3)to evaluate the approaches for developing transformational leadership based on the principles of the Dutiyapapanika Sutta among school administrators under the Nakhon Si Thammarat Primary Educational Service Area Office 1. This study employed a mixed-methods research design consisting of three phases. Phase 1 examined the conditions of transformational leadership among school administrators using a questionnaire administered to a sample of 258 school administrators and teachers. Phase 2 explored development guidelines through in-depth interviews with five experts. Phase 3 evaluated the development guidelines using an assessment form administered to 33 school administrators and teachers. Quantitative data were analyzed using basic statistics, including percentage, mean, and standard deviation, while qualitative data were analyzed using content analysis.

The research findings revealed that: 1) The overall condition of transformational leadership among school administrators was at a high level. 2) The guidelines for developing transformational leadership based on the Dutiyapapanika Sutta principles among school administrators consisted of the following: (1) Shared Vision – administrators clearly establish common goals and a shared future vision. (2) Intellectual Stimulation – administrators encourage followers to develop creativity and innovation. (3) Idealized Influence – administrators act as good role models and promote teachers’ participation in meetings, training programs, and seminars related to curriculum development. (4) Individualized Consideration – administrators attentively listen to others’ opinions. (5) Inspirational Motivation – administrators persuade followers to look beyond their personal interests in order to establish the organization’s vision and mission. The evaluation of the guidelines for developing transformational leadership based on the Dutiyapapanika Sutta principles among school administrators indicated that the guidelines were at the highest level in terms of appropriateness, feasibility, and usefulness.

THE DEVELOPMENT OF STRATEGIC LEADERSHIP BASED ON BUDDHIST PRINCIPLES FOR SCHOOL ADMINISTRATORS UNDER THE CHACHOENGSAO SECONDARY EDUCATIONAL SERVICE AREA OFFICE

Athit Yongsawad, Natcha Amaraporn, Sin Ngamprakhon — Wed, 02 Sep 2026 00:00:00 +0700

This research article aimes to 1) Study the strategic leadership for school administrators under the Chachoengsao Secondary Educational Service Area Office, 2) Develop process for developing strategic leadership process based on Buddhist principles for school administrators under the Chachoengsao Secondary Educational Service Area Office, and 3) Evaluate the process of developing strategic leadership process based on Buddhist principles for school administrators under the Chachoengsao Secondary Educational Service Area Office. This study employed a multi-phase mixed-methods research design, divided into three phases. Phase 1involved studying the current conditions by collecting data through questionnaires from a sample of 297 participants. Phase 2 involved developing the strategic leadership developing process by conducting in-depth interviews with 9 key informants and a focus group with 9 experts. Phase 3 involved evaluating the quality of the strategic leadership development process by 9 experts. The data were analyzed using frequency, percentage, mean, standard deviation, and content analysis.

The research findings revealed that: 1) The overall strategic leadership of school administrators was practiced at a high level. 2) The process of developing strategic leadership based on Buddhist principles for school administrators constituted a Buddhist innovation in educational administration, namely the Strategic Awakened Leadership Process. This process integrates strategic agility with the Seven Factors of Enlightenment (Bojjhanga 7) and operates through four dimensions: cognitive wisdom, driving action, stability monitoring, and evaluation. It is translated into practice through five strategic activities; and (3) The quality assessment of the innovation by experts indicated the highest levels of accuracy, appropriateness, feasibility, and usefulness. These findings demonstrate that the Buddhist innovation possesses empirical completeness and can be effectively applied to enhance the administrative and managerial behaviors of school administrators.

PARTICIPATORY ADMINISTRATION OF ACADEMIC AFFAIRS BASED ON SARANIYADHAMMA VI OF SCHOOLS IN THE THUNG YAI CLUSTER UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE NAKHON SI THAMMARAT

Rittirong Choolee , PhrakhruSumetpariyattikhun, Pricha Samakkhi — Wed, 02 Sep 2026 00:00:00 +0700

This research aimed to: 1) study the current state of participatory academic administration in schools within the Thung Yai School Cluster; 2) investigate guidelines for participatory academic administration based on the Saraniyadhamma VI; and 3) propose and evaluate the guidelines for participatory academic administration based on the Saraniyadhamma VI in schools under the Secondary Educational Service Area Office Nakhon Si Thammarat. This study employed a mixed-methods research design conducted in three phases. Phase 1 examined the current state of participatory academic administration using questionnaires administered to a sample of 138 participants. Data were analyzed using frequency, percentage, mean, and standard deviation. Phase 2 investigated guidelines for participatory academic administration based on the Saraniyadhamma VI through interviews with five key informants. The data were analyzed using content analysis. Phase 3 focused on presenting and evaluating the guidelines through focus group discussions and evaluation forms completed by seven experts. The data were analyzed using content analysis.

The findings revealed that: 1) The overall state of participatory academic administration, as well as all five aspects, was at the highest level. These aspects were instructional management, curriculum development, measurement and evaluation, internal school supervision, and the development of educational media and technology, respectively. 2) The developed guidelines covered five key areas of academic administration: curriculum development, instructional management, measurement and evaluation, internal supervision, and media and technology development, emphasizing participatory processes and the integration of moral principles to enhance organizational collaboration. 3) The results of the presentation and evaluation of the guidelines indicated that they were appropriate, feasible, and useful. The guidelines can be effectively implemented to enhance academic administration in educational institutions.

PRIORITY NEEDS FOR DEVELOPING REVERSE MENTORING OF SATREE WAT MAHAPRUTTARAM GIRLS’ SCHOOL TEACHERS

Aunchana Jontrakan, Apiradee Jariyarangsiroge — Tue, 01 Sep 2026 00:00:00 +0700

This research article aimed to: 1) investigate the current and desirable conditions of reverse mentoring development among teachers at Satree Wat Mahapruttaram Girls’ School, and 2) examine the priority needs for reverse mentoring development among teachers at Satree Wat Mahapruttaram Girls’ School. This study employed a survey research design. The research population consisted of administrators and teachers at Satree Wat Mahapruttaram Girls’ School, under the Secondary Educational Service Area Office Bangkok 2, including 5 administrators and 100 teachers selected through purposive sampling. The research instrument was a five-point Likert scale questionnaire with a reliability coefficient of .994. The data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation, and the Modified Priority Needs Index.

The research findings revealed as follows: 1) The overall current condition of reverse mentoring development among teachers was at a moderate level, whereas the overall desirable condition was at the highest level. 2) The overall priority needs for reverse mentoring development indicated that mentoring and knowledge transfer had the highest priority need. This was followed by recognition and credibility, possessing knowledge and expertise in relevant fields, communication and reflection, and interaction with others.

THE DEVELOPMENT OF AN ENGLISH LESSON USING INSPIRE MODEL BASED ON PHENOMENON-BASED LEARNING TO ENHANCE ENGLISH LEARNING COMPETENCY FOR GRADE 10 STUDENTS

Poonyavi Saengmontri — Tue, 01 Sep 2026 00:00:00 +0700

The research aimed to 1) develop an English lesson using the InSPIRE Model based on Phenomenon-Based Learning to enhance English learning competency for Grade 10 students 2) examine the English learning competency of Grade 10 students 3) study the learning management environment of the English lesson using the InSPIRE Model based on Phenomenon-Based Learning 4) evaluate the suitability of the English lesson using the InSPIRE Model based on Phenomenon-Based Learning and 5) investigate student satisfaction with learning through the English lesson using the InSPIRE Model based on Phenomenon-Based Learning. The sample group consisted of 39 Grade 10 class 9 students at Bandung Wittaya School chosen by purposive sampling, enrolled in the English for Careers course. The Research instruments used included: 1) a proto-syllabus of 8 lesson plans 2) Student needs and interests survey 3) the quality assessment form of English Lesson using InSPIRE Model based on Phenomenon-Based Learning 4)the assessment form of English Learning competency 5)Achievement test 6) Observation and interview forms and 7)a student satisfaction questionnaire. The statistics used for data analysis were percentage, mean, and standard deviation.

The research findings revealed that: 1) The developed lessons had an overall efficiency of 84.01/80.45, which exceeded the set criteria. 2) The English language learning competency of students was classified at a "Very Good" level, with mean scores of 12.28 for communication skills and 12.78 for thinking skills 3) The learning environment created by the English lesson utilizing the InSPIRE model based on phenomena resulted in increased student enthusiasm, clear peer interactions evidenced by exchanges of opinions and autonomous expressions, and notable development in communication and thinking behaviors 4) The overall quality across all aspects was at a very high quality level and 5) students' satisfaction toward learning with InSPIRE model English lessons using a Phenomenon-Based Learning was at the highest level. These achievements collectively demonstrate the appropriateness of the English lesson using InSPIRE model based on Phenomenon-Based Learning for enhancing students’ English learning competencies.

BUDDHIST-INTEGRATED ACADEMIC ADMINISTRATION OF SCHOOL ADMINISTRATORS UNDER PHICHIT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Sudarat Saisucharit , Thanee Gesthong, PhramahaUdorn Uttaro — Tue, 01 Sep 2026 00:00:00 +0700

This research article aims to 1) Study the current state of academic administration by school administrators; 2) Propose Buddhist-integrated academic administration for school administrators; and 3) Evaluate Buddhist integrated academic administration for school administrators. This study employed a mixed-methods research design divided into three phases. Phase 1, data was collected using questionnaires to a sample of 297 participants and analyzed using percentage, mean, and standard deviation. In Phase 2, a focus group discussion was conducted with 7 experts, and the data was analyzed using content analysis. In Phase 3, the evaluation was conducted with 12 school administrators, and the data was analyzed using descriptive statistics, namely mean and standard deviation.

The research findings revealed that: 1) The overall state of academic administration by school administrators was at a high level. 2) Buddhist-integrated academic administration for school administrators comprised five key guidelines: (1) School Curriculum Development: focusing on participatory curriculum analysis and development aligned with the contexts of learners and the community. (2) Learning Process Development: emphasizing the use of information systems for planning, supervision, and monitoring, as well as encouraging teachers to develop instructional innovations. (3) Media, Innovation, and Educational Technology Development: focusing on supporting the creation and utilization of digital media and providing training to enhance teachers' potential. (4) Educational Supervision: conducting systematic supervision to improve teaching and learning management by fostering collaboration with educational networks. (5) measurement, evaluation, and transfer of learning outcomes: emphasizing accurate, transparent, and fair implementation through diverse assessment methods to continuously improve the quality of the assessment system. 3) The evaluation results of the Buddhist integrated academic administration for school administrators under the Phichit Primary Educational Service Area Office 2 were overall at the highest level in all four aspects: accuracy, feasibility, appropriateness, and usefulness, respectively.

THE PRIORITY NEEDS IN DEVELOPING ACADEMIC MANAGEMENT OF BANDUNGWITTAYA SCHOOL BASED ON THE CONCEPT OF DIGITAL LITERACY

Punchita Suwanchatree, Ponglikit Petpon — Tue, 01 Sep 2026 00:00:00 +0700

The objectives of this research were: 1) to study the current and desired states of academic management at Bandungwittaya School based on the concept of digital literacy, and 2) to assess the priority needs for developing academic management at Bandungwittaya School based on the same concept. This study employed a descriptive research design. The respondents consisted of 102 participants, including the school director, deputy directors, and teachers, selected through purposive and simple random sampling. The research instrument was a questionnaire with a reliability coefficient of 0.97. Data were analyzed using arithmetic mean, standard deviation, and the Modified Priority Needs Index (PNI_modified) for ranking priority needs.

The research findings revealed that: 1) the current state of academic management development at Bandungwittaya School based on the concept of digital literacy was overall at a moderate level, while the desirable state was overall at the highest level; and 2) regarding the priority needs for academic management development based on the concept of digital literacy, the aspect with the highest need for development was school curriculum development, followed by measurement and evaluation, learning management, and development and utilization of educational technology media, respectively.

THE DEVELOPMENT OF A PERSONNEL MANAGEMENT HANDBOOK BASED ON IDDHIPADA Ⅳ OF SCHOOL UNDER NAKHON SI THAMMARAT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Daradsanee Klabsati, PharkyuPhachordkitjaporn, Teeraphong Somkhoayai — Wed, 02 Sep 2026 00:00:00 +0700

The purposes of this research were to 1) study the current conditions of personnel administration in schools 2) develop a personnel administration manual based on the principles of Iddhipada IV for schools and 3) evaluate the personnel administration manual based on the principles of Iddhipada IV for schools. This study employed a mixed-methods research design consisting of three stages. The first stage involved studying the current conditions through in-depth interviews with 15 key informants. The second stage focused on developing the manual through in-depth interviews with 5 key informants. The third stage involved evaluating the manual by 44 participants, including school administrators and heads of personnel administration. The research instruments consisted of an interview form and an evaluation form. Data were analyzed using percentage, mean, and standard deviation. along with descriptive analysis.

The results showed that 1) the current state of personnel administration in schools under the Nakhon Si Thammarat Primary Educational Service Area Office 3 indicated that schools implemented personnel administration in a systematic manner in accordance with the regulations, criteria, and guidelines prescribed by the supervising authority. The scope of personnel administration covered several key functions, including manpower planning, performance appraisal, enhancement of work efficiency, discipline and disciplinary maintenance, leave administration, as well as the maintenance of personnel records and personnel information systems. 2) The personnel administration manual based on the principles of Iddhipada IV for schools under the Nakhon Si Thammarat Primary Educational Service Area Office 3 consisted of six key components: (1) Introduction (2) Objectives (3) Definitions (4) Organizational structure, duties, and responsibilities (5) Operational guidelines and procedures (6) References. The manual covered essential personnel administration functions, including manpower planning, performance appraisal, enhancement of work efficiency, discipline and disciplinary maintenance, administration of all types of leave, as well as the organization of personnel systems and the maintenance of personnel records. All functions were systematically integrated with the principles of Iddhipada IV. 3) The results of the evaluation of the personnel administration manual based on the principles of Iddhipada IV for schools under the Nakhon Si Thammarat Primary Educational Service Area Office 3 revealed that, overall, the manual was rated at the highest level of appropriateness the highest level of feasibility and the highest level of usefulness.

THE DEVELOPMENT OF TEACHER’S LEARNING MANAGEMENT COMPETENCY BASED ON BUDDHIST PRINCIPLES, IN SCHOOLS UNDER PHRA NAKHON SI AYUTTHAYA SECONDARY EDUCATIONAL SERVICE AREA OFFICE

Saksopon Suk-aun, Booncherd Chumnisart, Prasurachai Surachayo — Tue, 01 Sep 2026 00:00:00 +0700

This research article aims to: 1) Study the needs assessment for developing teachers’ learning management competency; 2) Develop teachers’ learning management competency based on Buddhist principles; and 3) Evaluate the teachers’ learning management competency based on Buddhist principles in schools under the Phra Nakhon Si Ayutthaya Secondary Educational Service Area Office. This study employed a multi-phase mixed-methods research design. The data was collected through a questionnaire administered to 302 teachers and educational personnel, interviews with 15 key informants, a focus group discussion with 9 experts, and a seminar involving 15 school administrators. Subsequently, the manual for learning management competency development based on Buddhist principles was implemented in four schools, followed by an assessment of the competencies of 170 teachers. Quantitative data was analyzed using percentage, mean, standard deviation, and Modified Priority Needs Index (PNI_modified), while qualitative data was analyzed using content analysis.

The research findings revealed that: 1) The highest priority need for developing teachers’ learning management competency in schools under the Phra Nakhon Si Ayutthaya Secondary Educational Service Area Office was the competency in building relationships and cooperation with the community for learning management. 2) The development of teachers’ learning management competency based on Buddhist principles involved translating theoretical frameworks into practice in accordance with the standards of the Office of the Basic Education Commission covering six functional competencies: (1) curriculum and learning management, (2) learner development, (3) classroom management, (4) analysis, synthesis, and research for learner development, (5) teacher leadership, and (6) relationship building and community cooperation for learning management, integrated with Vuddhidhamma, and (3) the evaluation of the manual for developing teachers’ learning management competency based on Buddhist principles, in terms of utility and feasibility, was overall at the highest level. 3) The evaluation results of the teachers’ learning management competency based on Buddhist principles after the development was at the highest level.

LOCAL CURRICULUM MANAGEMENT TO PROMOTE STUDENT LIFE SKILLS BASED ON ARIYASACCA IV OF NETWORK CENTER 12 THAM THONG PHANNARA UNDER NAKHON SI THAMMARAT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Atchariyaporn Krainara , PhrakhruSumetpariyattikhun , Preecha Samakkhi — Tue, 01 Sep 2026 00:00:00 +0700

This research article aimed to: (1) To study the current state of local curriculum administration to promote learners' life skills in educational institutions under the Educational Network Center 12, Tham Thong Phannara, Nakhon Si Thammarat Primary Educational Service Area Office 2 (2) To develop guidelines for local curriculum administration to promote learners' life skills based on the Four Noble Truths (Ariyasacca IV) in educational institutions under the Educational Network Center 12, Tham Thong Phannara, Nakhon Si Thammarat Primary Educational Service Area Office 2 and (3) To propose and evaluate the guidelines for local curriculum administration to promote learners' life skills based on the Four Noble Truths (Ariyasacca IV) in educational institutions under the Educational Network Center 12, Tham Thong Phannara, Nakhon Si Thammarat Primary Educational Service Area Office 2. The study employed a qualitative research design. Data were collected through in-depth interviews with 15 stakeholders, interviews with five experts, and a focus group discussion with seven experts to evaluate the feasibility, appropriateness, and usefulness of the proposed guidelines. Qualitative data were analyzed using content analysis.

The research results were found as follows: 1) The state of local curriculum administration for promoting students’ life skills in schools under Educational Network Center 12, Tham Thong Phannara, was found to be systematically managed. The administration comprehensively covered curriculum design, document preparation, quality verification, implementation, and evaluation. The curriculum was learner-centered and designed in accordance with the Basic Education Core Curriculum framework, taking into account the local context and students’ needs, with clearly defined objectives and learning outcomes. Essential life skills were integrated through hands-on learning activities. Curriculum documents were developed and reviewed for quality by relevant stakeholders prior to implementation, enabling teachers to organize learning activities appropriately. In addition, the schools continuously evaluated the curriculum in order to improve and align it more closely with learners and community needs. However, local curriculum administration still requires support in terms of budget allocation, teacher professional development, and cooperation from all sectors to ensure sustainable development outcomes. 2) The guidelines for local curriculum administration to promote students’ life skills based on the Four Noble Truths consisted of six steps: (1) studying and analyzing basic information, (2) curriculum design, (3) preparation of plans and supporting curriculum documents, (4) curriculum quality verification and pilot implementation, (5) curriculum implementation, and (6) curriculum evaluation. All steps were carried out systematically and continuously interconnected. The process fully applied the Four Noble Truths, namely: understanding students’ problems and contexts (Dukkha), analyzing the causes and contributing factors of the problems (Samudaya), determining the goals and desirable conditions for life skills development (Nirodha), and establishing concrete operational guidelines through curriculum design, planning, implementation, and evaluation (Magga). 3) The results of the presentation and evaluation of the guidelines for local curriculum administration to promote students’ life skills based on the Four Noble Truths in schools under Educational Network Center 12, Tham Thong Phannara, under the Nakhon Si Thammarat Primary Educational Service Area Office 2, as assessed by experts, indicated that the guidelines were feasible, appropriate, and beneficial.

THE EVALUATION OF THE TO DEVELOP MORALITY TO LEAD GOOD CHILDREN SRI RAJAPRAJA PROJECT IN RAJAPRAJANUGROH SCHOOL 35

Churiphon Ramtad, Nilrat Navakitpaiboon , Nopparat Chairueang — Mon, 31 Aug 2026 00:00:00 +0700

This research aims to evaluate participants in the Moral Development Project for Good Children at Rajaprajanugroh 35 School across four aspects: 1) evaluation during project implementation, 2) overall evaluation, 3) internal criteria evaluation, and 4) cost-effectiveness evaluation of the project regarding the development of morality and ethics among students at Rajaprajanugroh 35 School. This study employs a developmental research design, consisting of: 1) a quantitative approach using questionnaires, and 2) a qualitative approach using interviews. The research sample consisted of 16 teachers and 70 students, totaling 86 participants. The research instruments included questionnaires and interviews. Data analysis employed the mean, standard deviation, and content analysis.

The research findings revealed that: 1) The evaluation results during project implementation were overall at a high level. Considering individual aspects, the highest average score was for community feedback, followed by the monitoring, evaluation, and follow-up of activities organized in collaboration with the community. The aspect with the lowest average score was the appropriateness of the timeframe. 2) The overall evaluation of the project indicated a high level. Considering individual aspects, the highest average scores were for students' polite, kind, and respectful behavior towards others, followed by their kindness and respect for others' opinions, and their willingness to follow rules and contribute to a positive classroom atmosphere. Students were able to apply moral and ethical principles in daily life, uphold honesty, and serve as good role models. The aspect with the lowest average score was students' valuation of honesty and responsibility. 3) The internal criteria evaluation of the project showed an overall high level. Considering individual aspects, the highest average scores were for students' appropriate behavior in the classroom and during group activities, as well as their satisfaction and happiness derived from moral and ethical principles. This was followed by students being kind, helpful, and positive inspirations to their classmates. The aspect with the lowest average score was students' appreciation and acceptance of personal moral behaviors. 4) The cost-effectiveness evaluation of the project revealed an overall high level. Considering individual aspects, the highest average score was for students’ creativity, followed by their morality and ethics, their ability to thoughtfully apply acquired knowledge to solve problems, and their learning and self-development. The aspect with the lowest average score was students’ teamwork ability.

PRIORITY NEEDS FOR DEVELOPING STUDENT AFFAIRS MANAGEMENT OF RAYONGWITTAYAKOM SCHOOL BASED ON THE CONCEPT OF LIFE SKILLS

Chotika Sukcharoen, Nantarat Charoenkul — Mon, 31 Aug 2026 00:00:00 +0700

This research article aimed to: 1) study the current state and desired state of developing student affairs management of Rayongwittayakom School based on the concept of life skills; and 2) study the priority needs for developing student affairs management of Rayongwittayakom School based on the concept of life skills. This study employed a descriptive research design. The research instrument was a questionnaire validated for content validity with an Index of Item-Objective Congruence (IOC) of 0.50. The informants consisted of 5 school administrators and 155 teachers of Rayongwittayakom School, totally 160 participants. Statistics used for data analysis included frequency, percentage, arithmetic mean, standard deviation, Modified Priority Needs Index (PNI_modified), and content analysis.

The research findings revealed as follows 1) The current state of students' life skills at Rayongwittayakom School based on the concept of life skills was at a moderate level. Personal Abilities had the highest mean for the current state, while Cognitive Abilities had the lowest mean. The desired state of students' life skills at Rayongwittayakom School based on the concept of life skills was at the highest level, with Interpersonal Abilities having the highest mean and Cognitive Abilities having the lowest mean. The current state of student affairs management at Rayongwittayakom School based on the concept of life skills was at a high level, with Student Affairs Administration having the highest mean and the Student Care and Support System having the lowest mean. The desired state of student affairs management at Rayongwittayakom School based on the concept of life skills was at the highest level, with the Student Care and Support System having the highest mean and Discipline, Morality, and Ethics Promotion having the lowest mean. 2) The life skills dimension with the highest priority needs index was Interpersonal Abilities. The overall priority needs index for students' life skills at Rayongwittayakom School based on the concept of life skills was 0.338. When considering the scope of student affairs management development, the Student Care and Support System had the highest priority need for development.

ENHANCING SCIENTIFIC REASONING SKILLS THROUGH SELF-DIRECTED LEARNING MANAGEMENT IN BIOLOGY AMONG GRADE 11 STUDENTS

Phutawan Detburam, Boonrudee Udomphol, Pawinee Rattanakorn — Mon, 31 Aug 2026 00:00:00 +0700

This study aimed to enhance scientific reasoning skills through self-directed learning management in Biology among Grade 11 students, as compared to a 70 percent criterion. The study employed a quasi-experimental research design using a one-group pretest–posttest design, with the results evaluated against the specified criterion. The sample consisted of 42 Grade 11 students from Song-Phi-Nong Wittaya School during the second semester of the 2025 academic year, selected through simple random sampling. The research instruments included: (1) self-directed learning management lesson plans and (2) a scientific reasoning skills test. The research instruments consisted of (1) self-directed learning management plans, and (2) a scientific reasoning skills assessment instrument. The data were analyzed using statistical methods, including mean, standard deviation, the dependent samples t-test, and comparison with the percentage criterion.

The results revealed that the students’ posttest mean score on scientific reasoning skills was 27.12, which exceeded the 70 percent criterion (24.50 out of the total score). The one-sample t-test yielded a t-value of 3.92, demonstrating that the posttest scores were significantly higher than the established criterion at the .05 level of significance. The findings suggest that self-directed learning management is effective in enhancing scientific reasoning skills in Biology. Students actively participated in setting learning goals, planning, implementing, and evaluating their own learning processes, which contributed to improvements in analytical thinking, logical reasoning, and systematic scientific conclusion skills.

A MODEL OF STRENGTHENING TRANSFORMATIONAL LEADER ACCORDING TO THE FOUR PRINCIPLES SANGAHAVATTHU AMONG SCHOOL ADMINISTRATION UNDER THE NAKHON SAWAN PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Choaoung Buangsuwan, Thanee Gesthong, PhramahaUdorn Uttaro — Wed, 02 Sep 2026 00:00:00 +0700

This research article aims to 1) Study the level of transformational leadership among school administrators; 2) Propose a model for enhancing transformational leadership based on the four principles of Sangahavatthu among school administrators; and 3) Evaluate the model for enhancing transformational leadership based on the four principles of Sangahavatthu among school administrators. This study employed a mixed methods approach, divided into three phases. In Phase 1, data was collected using questionnaires to a sample of 292 participants, and analyzed using percentage, mean, and standard deviation. In Phase 2, a focus group discussion was conducted with 7 experts, and the data was analyzed using content analysis. In Phase 3, the evaluation was conducted with 10 school administrators, and the data were analyzed using descriptive statistics, namely mean and standard deviation.

The research findings revealed that: 1) The overall level of transformational leadership among school administrators was at a high. 2) The model for enhancing transformational leadership based on the four principle of Sangahavatthu among school administrators comprised six key aspects: (1) Vision and Strategy: involving participatory goal setting aligned with the context of the educational institution and community. (2) Inspiration: creating motivation and positive communication to enhance professional pride. (3) Support and Care: providing comprehensive support and care based on equity and attentive listening to their opinions. (4) Creativity: promoting innovative thinking and educational innovation. (5) Modeling: acting as a good role model in morality and ethics to build trust. (6) Personnel Development: continuously encouraging capacity building through training and systematic knowledge sharing. 3) The overall evaluation results of the model for enhancing transformational leadership based on the four principles of Sangahavatthu among school administrators were at the highest level.

DEVELOPMENT OF INNOVATION IN TEACHING MANAGEMENT IN THE ERA OF ARTIFICIAL INTELLIGENCE FOR PHRA PARIYATTI DHAMMA GENERAL EDUCATION SCHOOL, BANGKOK

Sawanathakorn Saensuk, PhrakhruOpatnontakitti , Sin Ngamprakhon — Mon, 31 Aug 2026 00:00:00 +0700

The objectives of this research were to: 1) to examine the current state of teaching and learning in Buddhist Pariyatti schools (General Education Division) in Bangkok..2) to develop an instructional innovation using Artificial Intelligence (AI) for Buddhist Pariyatti schools (General Education Division) in Bangkok . 3) to implement the AI-based instructional innovation; and. 4) to evaluate the use of the AI-based instructional innovation in Buddhist Pariyatti schools (General Education Division) in Bangkok. The study employed a research and development (R&D) methodology, conducted in four phases. Phase 1 involved studying the current conditions of teaching and learning among 193 participants, and analyzing the data using percentage, mean, and standard deviation. Phase 2 focused on developing the model through interviews with 12 key informants, content analysis, drafting the model, and conducting a focus group discussion with nine experts. Phase 3 examined the use of the model through a workshop with 20 school administrators, with data analyzed using mean and standard deviation. Phase 4 evaluated the model by collecting feedback from 193 experts comprising administrators and teachers in Buddhist Pariyatti schools (General Education Division), and analyzing the data using mean and standard deviation.

The research results showed that 1) The current state of teaching and learning in Buddhist Pariyatti schools (General Education Division) in Bangkok was at a high level overall. All aspects were rated highly, ranked from highest to lowest as follows: learning content, learning activities, learning media and innovation, and assessment and evaluation. 2)The developed innovation consisted of five components - rationale, objectives, systems and mechanisms, operational procedures, and success conditions - based on the Design Thinking process, which includes Empathize, Define, Ideate, Prototype, and Test. Four sets of workshop activities were also developed to support the use of AI in lesson design, learning activities, media development, and assessment. 3) The examination of the model’s implementation showed that participants in the workshop rated the model at the highest level. 4) The evaluation of the AI-based instructional innovation model indicated that the overall assessment was at the highest level. The research synthesized a conceptual framework known as the “AICAMIME MODEL” consisting of: AI = (Artificial Intelligence), C = (Contextual), A = (Activities), MI = (Media and Innovation), ME = (Measurement and Evaluation)

THE DEVELOPMENT OF MATHEMATICS LEARNING MANAGEMENT PLANS ON SEQUENCES USING THE INNOVATIVE C-GPAS & THINKING TOOLS MODEL TO ENHANCE LEARNING ACHIEVEMENT AND ANALYTICAL THINKING SKILLS FOR 11TH GRADE STUDENTS

Chirakamol Srina — Tue, 01 Sep 2026 00:00:00 +0700

This research article aims to: 1) develop and determine the efficiency of the mathematics learning management plan on Sequences using the C-GPAS & Thinking Tools Model based on the 80/80 criteria; 2) compare students' learning achievement and analytical thinking skills before and after the intervention; 3) compare students' post-learning achievement and analytical thinking skills with the 80% criterion; 4) determine the effectiveness index (E.I.) of the learning management; and 5) study students' satisfaction towards learning through the innovative C-GPAS & Thinking Tools Model. The research procedure consisted of 3 steps: 1) studying basic information and analyzing the needs for developing analytical thinking skills; 2) constructing and determining the efficiency of the learning management plans integrated with thinking tools; and 3) implementing and evaluating the learning management with the target group. The sample group consisted of forty 11th-grade students (Room 2) at Piriyalai School Phrae during the second semester of the 2025 academic year. The learning achievement, analytical thinking skills, and student satisfaction were analyzed using basic statistics, including mean, standard deviation, percentage, and hypothesis testing (t-test) to concretely confirm that the innovative C-GPAS & Thinking Tools Model can effectively develop learners according to the standard criteria.

The research findings revealed that: 1) the efficiency (/) of the mathematics learning management plan on Sequences using the C-GPAS & Thinking Tools Model was 93.70/85.20, which was higher than the specified 80/80 criteria; 2) the students' learning achievement and analytical thinking skills after learning were higher than before learning at the.01 level of significance; 3) The students' learning achievement and analytical thinking skills after learning were significantly higher than the 80% criterion; 4) The effectiveness index (E.I.) of the learning management for the learning achievement was 0.7161, and for the analytical thinking skills was 0.7012, indicating that the students' development increased by 71.61% and 70.12%, respectively; and 5) The students' overall analytical thinking skills were at an excellent level (83.67%), and their satisfaction towards the learning management was at the highest level.

A STUDY ON THE CURRENT STATE OF 21st CENTURY LEARNING MANAGEMENT SKILL DEVELOPMENT FOR TEACHERS IN SCHOOLS UNDER BANGKOK METROPOLITAN ADMINISTRATION

Tipakorn Wannapruek, Sin Ngamprakhon, Aroonrad Wilairadtanakun — Wed, 02 Sep 2026 00:00:00 +0700

This research article aimed to study the current state of 21^st-century learning management skill development for teachers in schools under the Bangkok Metropolitan Administration. This quantitative research involved a population of 14,296 teachers from 437 schools across 50 districts under the Bangkok Metropolitan Administration. A sample of 375 teachers was determined using Krejcie and Morgan’s table. The research instrument was a 5-level rating scale questionnaire. Data were analyzed using mean and standard deviation.

The research findings revealed that the current state of 21st-century learning management skill development for teachers in schools under the Bangkok Metropolitan Administration was, overall, at a high level of practice in all aspects. The items with the highest level of practice in each aspect were as follows: 1) Curriculum Development: teachers designed learning units emphasizing the development of learners' competencies; 2) Learning Management Emphasizing Thinking and Practice: teachers used thought-provoking questions to promote analytical thinking and problem-solving; 3) Creating a Learning Environment: teachers promoted a culture of listening to different opinions and mutual respect; 4) Professional Knowledge Sharing: teachers utilized feedback from reflection to improve their teaching; 5) Use of Media and Technology: teachers served as good role models in using technology creatively and ethically; and 6) Evaluation: teachers assessed learners' thinking and practical skills based on authentic assessment.

THE ACADEMIC MANAGEMENT INNOVATION OF SECONDARY SCHOOLS BASED ON THE CONCEPT OF ARTIFICIAL INTELLIGENCE COMPETENCIES

Wiwat Phonprasert, Sukanya Chaemchoy, Ponglikit Petpon — Tue, 01 Sep 2026 00:00:00 +0700

This research, entitled The Academic Management Innovation of Secondary Schools Based on the Concept of Artificial Intelligence Competencies, aimed to: 1) study the conceptual framework of academic management in secondary schools and artificial intelligence competencies; 2) examine the level of artificial intelligence competencies among secondary school students; 3) investigate the priority needs of academic management in secondary schools based on the concept of artificial intelligence competencies; and 4) develop an academic management innovation for secondary schools based on the concept of artificial intelligence competencies. This study employed a research and development methodology. The sample consisted of secondary schools under the Office of the Basic Education Commission, Ministry of Education.

The research findings revealed that: 1) the conceptual framework of academic management in secondary schools and artificial intelligence competencies consisted of (1) the academic management framework, (2) the artificial intelligence competencies framework (3) the innovation development framework; 2) the level of artificial intelligence competencies among secondary school students after the implementation of the innovation was at the creative level; 3) the highest priority need of academic management in secondary schools based on the concept of artificial intelligence competencies was instructional management and learning process development; and 4) the developed academic management innovation was systemic in nature, comprising the following components: inputs, process, outputs, outcomes, feedback, and improvement. The evaluation results indicated that its appropriateness and feasibility were at the highest level. The findings suggest that this innovation can be used as a systematic and context-appropriate approach for developing academic management in secondary schools in order to enhance students’ artificial intelligence competencies.

GUIDELINES FOR DEVELOPING SCHOOL ADMINISTRATION TO PROMOTE TEACHERS’ ACQUISITION AND ADVANCEMENT OF ACADEMIC STANDING IN SCHOOLS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE PATHUM THANI

Apagorn Phosook, Wisut Wichitputchraporn — Tue, 01 Sep 2026 00:00:00 +0700

This research aimed to 1) examine the current and desirable states of school management for promoting teacher academic standing and promotion in schools under the Secondary Educational Service Area Office Pathum Thani, and 2) propose development guidelines for such management. This study employed a mixed-methods research design. The informants consisted of 123 Head of Department and 5 experts. Research instruments included questionnaires and interview forms. Data were analyzed using frequency, percentage, mean, standard deviation, PNI modified index, and content analysis.

The research findings were as follows: 1) The overall current state of school administration to promote teachers’ acquisition and advancement of academic standing was at a high level, while the desirable state was at the highest level. Regarding the priority needs for developing administrative guidelines to promote teachers’ acquisition and advancement of academic standing, the top three priorities were: (1) organizing, (2) leading, and (3) coordinating. 2) Development Guidelines: The guidelines for developing school management to promote teacher academic standing focused on the three highest-priority dimensions: (1) Organizing, (2) Leading, (3) Coordinating.

PRIORITY NEEDS FOR DEVELOPING ACADEMIC MANAGEMENT OF BANGKOK CHRISTIAN COLLEGE BASED ON THE CONCEPT OF ENVIRONMENTAL LITERACY

Surachate Vorapuntanayut , Apiradee Jariyarangsiroge — Tue, 01 Sep 2026 00:00:00 +0700

This research article aimed to study the needs assessment in academic management of Bangkok Christian College based on the concept of environmental literacy. This study employed a descriptive research design. The population included 1 school principal, 4 of deputy principals, 4 of heads of divisions, 10 of heads of departments, and 101 teachers, totaly 120, selected through purposive sampling. The research instrument was a questionnaire, which had been validated for content validity (CVI = 1.00) and demonstrated high reliability (Cronbach’s Alpha = 0.979). The data were analyzed using frequency, percentage, arithmetic mean, standard deviation, the Modified Priority Needs Index and content analysis.

The research shows that the priority need index of academic management of Bangkok Christian College based on the concept of environmental literacy overall was 0.450. When analyzed each dimension, instruction dimension was the highest priority need index, followed by curriculum development and measurement and evaluation respectively. When considering in terms of environmental literacy, cognitive skill and system thinking skill were the highest priority need index in three dimensions of academic management.

THE DEVELOPMENT OF STANDARD RAMWONG DANCE SKILLS THROUGH PEER-ASSISTED LEARNING AMONG GRADE 8 STUDENTS AT WAT PHRASRIMAHADHAT SECONDARY DEMONSTRATION SCHOOL, PHRANAKHON RAJABHAT UNIVERSITY

Chuleerat Lamnak, Atipong Chaivasee — Tue, 01 Sep 2026 00:00:00 +0700

This research article aimed to: 1) develop lesson plans on standard Ramwong dance skills using peer-assisted learning, and 2) investigate the outcomes of developing students’ standard Ramwong dance skills through peer-assisted learning. The study employed one-shot case study research design. The sample consisted of 46 Grade 8 students (Mathayomsuksa 2/1) in the 2025 academic year at Wat Phrasrimahadhat Secondary Demonstration School, Phranakhon Rajabhat University. The participants were selected using cluster random sampling, with the classroom as the sampling unit. The research instruments included: 1) lesson plans on developing standard Ramwong dance skills through peer-assisted learning, and 2) a standard Ramwong dance skills assessment form. The instrument showed an Index of Item–Objective Congruence (IOC) ranging from 0.67 to 1.00 and a reliability coefficient of 0.82 using Cronbach’s alpha. Data were analyzed using mean, standard deviation, instructional efficiency (E₁/E₂), and one-sample t-test to compare with the 80% criterion

The findings revealed that: 1) the developed lesson plans demonstrated an efficiency of 81.74/92.61, which exceeded the established criterion of 80/80; and 2) the students who learned through peer-assisted learning achieved a mean score of 27.78 in standard Ramwong dance skills, which was significantly higher than the criterion score of 24 points (80%) at the .05 level of statistical significance.

A STUDY OF STUDENT AFFAIRS ADMINISTRATION IN OPPORTUNITY EXPANSION SCHOOLS IN LAT YAO DISTRICT, NAKHON SAWAN PROVINCE, BASED ON THE KALYANAMITTADHAMMA 7

Matas Noinat , PhrakhruSrisutthammaniwit, Worrakrit Thuenchang — Wed, 02 Sep 2026 00:00:00 +0700

This research article aims to: 1) Study the state of student affairs administration in opportunity expansion schools in Lat Yao District, Nakhon Sawan Province, based on the Kalyanamittadhamma 7; and 2) Compare the student affairs administration of these schools classified by personal and environmental factors. This quantitative research utilized questionnaires administered to a sample of 113 participants. The data was analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation. Differences were compared using t-test and One-Way ANOVA. When statistically significant differences were found, pairwise comparisons were performed using the Least Significant Difference (LSD) method.

The research findings revealed that: 1) The overall state of student affairs administration in opportunity expansion schools in Lat Yao District, Nakhon Sawan Province, based on the Kalyanamittadhamma 7, was at the highest level. When considering each of the five aspects individually, all were at the highest level, namely: student governance, student welfare, special project affairs, student activities, and guidance services, respectively. 2) The comparison results classified by personal factors showed that respondents with different genders and positions did not have statistically significant differences in their overall opinions at the 0.05 level. However, respondents with different ages, educational levels, and working experiences showed statistically significant differences in their overall opinions at the 0.05 level. Specifically, respondents aged under 30 and 30–49 years had higher mean opinion scores than those aged over 49 years. Responders holding a bachelor's degree had higher mean opinion scores than those with a degree higher than a bachelor's; and those with less than 5 years of working experience had higher mean opinion scores than those with 5–10 years, 11–15 years, and 16 years or more of experience. Regarding environmental factors, including having clear student affairs plans, a school environment conducive to student development, and the promotion of community and parental participation, no statistically significant differences in overall opinions were found across all aspects at the 0.05 level.

DEVELOPMENT OF MATHEMATICAL SKILLS THROUGH A BUDDHIST-ORIENTED BOARD GAME ACTIVITY PACKAGE FOR GRADE 6 STUDENTS IN THE CHAOPHRAYA Group of Schools, PHRA NAKHON SI AYUTTHAYA PROVINCE

Narakorn Ngamsamai, PhrakhrupaladMaroot Wormoklalo, Saiyut Meeruek — Wed, 02 Sep 2026 00:00:00 +0700

This research article aims to (1) study the mathematical skills of Grade 6 students; (2) develop a Buddhist-oriented board game activity package for enhancing the mathematical skills of Grade 6 students; and (3) compare the mathematical skills of Grade 6 students before and after using the Buddhist-oriented board game activity package. This study employed a quasi-experimental research design. The sample consisted of 10 Grade 6 students from the Chao Phraya School Group, Phra Nakhon Si Ayutthaya Province, in the academic year 2025 (2568 B.E.), who had assessment scores below the specified criteria, participants were selected by using a mathematical skills assessment form. The research instruments included: (1) a mathematical skills assessment form; (2) the Buddhist-oriented board game activity package; and (3) pre- and post-tests for evaluating the effectiveness of the Buddhist-oriented board game activity package. The data were analyzed using percentage, mean, standard deviation, and statistical testing.

The research findings revealed that (1) The overall level of the students' mathematical skills was relatively low (60.67%), particularly in the strand of measurement and geometry, reflecting difficulties in problem analysis, connecting knowledge, and problem-solving planning. (2) The developed Buddhist-oriented board game activity package was effective in enhancing mathematical skills. It helped enhance analytical thinking, the application of knowledge to real-world situations, enthusiasm for learning, and collaborative skills. (3) The comparison of mathematical skills before and after using the Buddhist-oriented board game activity package showed that the students' mathematical skills clearly improved across all four activities, namely: Activity 1: Seeking Dukkha in the Realm of Geometry (Dukkha Stage); Activity 2: Investigating Samudaya and Identifying the Causes of Problems (Samudaya Stage); Activity 3: Nirodha Planning: Mapping the Path to the Answer (Nirodha Stage); and Activity 4: Magga: Conquering Problems (Magga Stage). These activities applied the problem-solving process based on the Four Noble Truths (Dukkha, Samudaya, Nirodha, and Magga), reflecting that the activity package could systematically and continuously develop students' mathematical problem-solving skills.

DEVELOPMENT OF A SUPPLEMENTARY CURRICULUM TO ENHANCE THAI MUSIC NOTATION READING SKILLS FOR MUSIC EDUCATION STUDENTS, LAMPANG RAJABHAT UNIVERSITY

Adisorn Suaychalard — Mon, 31 Aug 2026 00:00:00 +0700

The objectives of this research were: 1) to develop a supplementary curriculum to enhance Thai music notation reading skills for music education students, and 2) to study the outcomes of implementing this supplementary curriculum. The target group consisted of 23 third-year music education students enrolled in the Thai Music course during the first semester of the 2025 academic year at the Faculty of Humanities and Social Sciences, Lampang Rajabhat University. The research instruments included the developed supplementary curriculum and a Thai music notation reading skills assessment. Data were analyzed using percentage, mean and standard deviation

The research findings are summarized as follows: Firstly, the developed Thai Music Note Reading Enrichment Curriculum for music education students comprises seven essential components: curriculum background and significance, principles, objectives, content structure, instructional activities, media and learning resources, and measurement and evaluation. The overall suitability of the curriculum was rated at a high level, while the supporting curriculum documents were also found to be highly appropriate. Secondly, the assessment of students' Thai music note reading skills following the implementation of the curriculum revealed an overall performance at an excellent level. The average score was 3.58, representing 85.00 percent, which successfully exceeded the pre-established criteria

NEEDS ASSESSMENT FOR MANAGING A HAPPY ORGANIZATION, IN SCHOOLS UNDER THE PHRA NAKHON SI AYUTTHAYA PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Udomsak Phanat, PhramahaYannawat Thitavaḍḍhano, Yutthavee Kaewthongyai — Wed, 02 Sep 2026 00:00:00 +0700

This research aims to study the needs for managing a happy organization in schools under the Phra Nakhon Si Ayutthaya Primary Educational Service Area Office 2. This study employed a quantitative research design with a population of 1,565 school administrators and teachers, and a sample of 309 participants was determined using the Krejcie and Morgan sample size table. The data was analyzed using basic statistics, including percentage, mean, standard deviation, and needs assessment.

The research findings revealed that the overall actual and desirable conditions of the happy organization management in schools were at a high level. The needs for managing happy organization in schools under the Phra Nakhon Si Ayutthaya Primary Educational Service Area Office 2, ranked in order of priority, were as follows: first, work engagement; second, creating a pleasant work environment; third, rewards; and fourth, creating work-life balance.

TRANSFORMATIONAL LEADERSHIP OF ADMINISTRATORS AND TEACHER ENGAGEMENT IN SCHOOLS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE SUPHANBURI

Patcharaporn Janin, Saisuda Tiacharoen, Vorakarn Suksodkiew , Sangaun Inrak — Tue, 01 Sep 2026 00:00:00 +0700

This research aimed to: 1) examine the transformational leadership of administrators
under the Secondary Educational Service Area Office Suphanburi; 2) investigate teachers’ engagement in schools under the Secondary Educational Service Area Office Suphanburi; and 3) analyze the relationship between examine the transformational leadership of administrators
and teachers’ engagement in schools under The Secondary Educational Service Area Office Suphanburi. This study employed a descriptive research design. The sample consisted of 28 schools under the Secondary Educational Service Area Office Suphanburi. Two informants were selected from each school, including one school principal and one teacher, a total of 56 informants participated in the study. The research instrument was a opinionnaire assessing transformational leadership of administrators based on the concept of Rowe and Guerrero, and teachers’ engagement in schools based on the Aon Hewitt. The statistics used for data analysis included frequency, percentage, arithmetic mean, standard deviation, and Pearson’s product-moment correlation coefficient.

The findings revealed that: 1) Transformational Leadership of Administrators under the Secondary Educational Service Area Office Suphanburi in overall was at high level, when considered in each aspects found that 4 aspects was at high levels, ranking by the arithmetic mean from highest to lowest: Inspirational Motivation, Intellectual Stimulation, Idealized Influence or Charisma, and Individualized Consideration 2) Teacher Engagement in Schools under the Secondary Educational Service Area Office Suphanburi in overall was at the higest level, when considered in each aspects found that 3 aspects was at the highest levels, ranking by arithmetic mean from highest to lowest: Say, Stay, and Strive. 3) The relationship between Transformational Leadership of Administrators and Teacher Engagement in Schools under the Secondary Educational Service Area Office Suphanburi were at high level correlation (r_xy = 0.723), with significantly at .01 in positive direction.

GUIDELINES FOR STUDENT AFFAIRS MANAGEMENT IN VOCATIONAL EDUCATION INSTITUTION IN NAKHON RATCHASIMA PROVINCE

Oranut Boonyarit , Wisut Wichitputchraporn — Tue, 01 Sep 2026 00:00:00 +0700

This research article aimed to: 1) examine the current and desirable conditions of student affairs management in vocational education institutions in Nakhon Ratchasima Province, and 2) propose guidelines for developing student affairs management in these institutions. The study employed a mixed methods research design, with quantitative research as the main approach complemented by qualitative research. The quantitative sample consisted of 105 administrators and teachers responsible for student affairs, selected through purposive sampling. The research instrument was a five-point rating scale questionnaire developed based on the POLC management process and four areas of student affairs: student activities, discipline, career guidance and job placement, and welfare and special projects. Data were analyzed using descriptive statistics, including mean and standard deviation, and the Modified Priority Needs Index (PNI _modified). Qualitative data were obtained from in-depth interviews with five vocational education administrators and analyzed using content analysis.

The research findings revealed that: 1) The current and desirable conditions of student affairs management were found to be at the highest level overall. When considered according to the POLC management process, all processes were at the highest mean level. The leading function had the highest mean in both the current and desirable conditions, followed by planning, controlling, and organizing, respectively. The analysis of the Modified Priority Needs Index indicated that career guidance and job placement had the highest priority need for development, followed by welfare and special projects, student discipline, and student activities, respectively. 2) Guidelines for developing student affairs administration in vocational education institutions in Nakhon Ratchasima Province revealed that administrators should develop a career guidance system that is systematically linked with the labor market, establish mechanisms for tracking graduates, and clearly define indicators of students’ employment outcomes. This is consistent with the results of the Modified Priority Needs Index (PNI _modified), which indicated that career guidance and job placement had the highest priority.

THE PRIORITY NEEDS FOR DEVELOPING STUDENT AFFAIRS MANAGEMENT OF TRIAMUDOMSUKSAPATTANAKARN YANNAWATE SCHOOL BASED ON THE CONCEPT OF PSYCHOLOGICAL RESILIENCE

Rossama Lumputha, Penvara Xupravati — Tue, 01 Sep 2026 00:00:00 +0700

The purpose of this research was to study the priority needs for the development of Student Affairs Management at Triam Udom Suksa Pattanakarn Yannawate School based on the concept of psychological resilience. This study employed descriptive research using quantitative data collection methods. The participants consisted of 66 school administrators and teachers at Triam Udom Suksa Pattanakarn Yannawate School. The research instrument was a five-point rating scale questionnaire, and the data were analyzed using arithmetic mean, standard deviation, and the Modified Priority Needs Index.

The findings showed that the overall priority needs index for student affairs management was 0.370. Considering the scope of student affairs management, the aspect of knowing students individually showed the highest priority need for development, whereas the aspect of student screening showed the lowest priority need for development. Considering the attributes of psychological resilience, the overall priority needs index was 0.399. It was found that problem-solving and recovery ability had the highest priority need for development, while optimism had the lowest priority need for development.