Journal of Educational Administration Khon Kaen University

GUIDELINES FOR DEVELOPMENT ORGANIZATIONAL CULTURE OF SCHOOL UNDER CHANTHABURI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Chanprapa Phonprapreut — 2020-12-30

The purposes of this research were 1) To study the organizational culture of the schools under Chanthaburi Primary Educational Service Area Office 1 and 2) To study the guidelines for the development of organizational culture of the schools under Chanthaburi Primary Educational Service Area Office 1, the sample group used in this research were school administrators and teachers in schools under Chanthaburi Primary Educational Service Area Office 1 in the academic year of 2019, amount 286 people. The research instruments were questionnaires and interview forms. The questionnaires were checklist form with five leveled rating scale. The reliabilities of the questionnaire was 0.889. The statistics used for data analysis were percentage, mean and standard deviation. For the information from the interview used content analysis.

The results of the research showed that 1) Organizational culture of the schools under Chanthaburi Primary Educational Service Area Office 1, it is in a very good level. When considering in each aspect, it was found that 8 aspects were at a very good level. There were only 2 aspects that were at a moderate level, namely the diversity of personnel and decision making. 2) In-depth interviews with 8 school administrators about the guidelines for developing the organizational culture of the school found that administrators and teachers should analyze the SWOT of the school, set the goals, vision, mission of the school in accordance with the policy and the situation. Complete projects and activities to support the established standards. Decentralized management. Providing opportunities for teachers to be responsible for projects and activities by defining the format and process of work. Make the operation manual of the school. Send teacher training for self-improvement. Encourage teachers to adopt new teaching and learning methods. Cultivate everyone in the school to love the organization and strive to work. Giving importance to teamwork. Organize activities for teachers to interact together. Administrators must create good values of the school. Campaign for teachers and personnel in school to continuously practice values in order to create a good practice guidelines for the organization culture of the school that is good and effective.

THE THE NEEDS ASSESSMENT OF SCHOOL MANAGEMENT BASED ON THE CONCEPT OF SCHOOL AS LEARNING COMMUNITY OF CHANPRADITTHARAM WITTAYAKOM SCHOOL

Itsaraphon Suebsai — 2020-12-31

The purpose of this research was to assess the priority need in school management based on the concept of school as learning community Chanpradittharam Wittayakom School. This study was a descriptive research of Chanpradittharam Wittayakom School and the informants consisted of 75 people, including 5 administrators and 70 teachers. By using the tables of Krejcie and Morgan at 95% confidence level in the sampling. The research instrument was a rating scaled questionnaire. The data was analyzed by frequency distribution, percentage, mean, standard deviation and PNImodified.
The findings showed that the overall present state and desirable state in school management based on the concept of school as learning community Chanpradittharam Wittayakom School were at a medium level (x ̅= 3.44) and a high level (x ̅ = 4.32), The first priority was implementation (PNImodified = 0.332), followed by planning school management (PNImodified = 0.231) and evaluation (PNImodified = 0.211). The priority need in school management based on the concept of school as learning community. The first priority was philosophy of as learning community (PNImodified = 0.290), followed by activity system of as learning community (PNImodified = 0.254) and vision of as learning community (PNImodified = 0.225). The school can use the research result to plan the school's management approaches that promote the school as a learning community.

DESIRABLE STATUS OF MANAGEMENT MODEL DEVELOPMENT FOR MUNICIPAL SCHOOLS TOWARDS THE EDUCATION CRITERIA FOR PERFORMANCE EXCELLENCE

กฤชณรงค์ ด้วงลา — 2020-12-31

This research aims to study the development desirable status of management model for municipal schools towards the education criteria for performance excellence. This research is quantitative research. The samples were 295 schools, selected by using the Table of Taro Yamane, with the confidence at 95% and error at ±5% and applying Multi Stage random sampling, then Stratified Random Sampling. The key respondents were 689 people which included administrators or deputy administrators, and teachers from each school in municipal schools. The research instrument was a 5-level rating scale questionnaire. The data were analyzed by frequency, percentage, means, standard deviation. The results revealed that the development desirable status of management model for municipal schools towards the education criteria for performance excellence could be classified with regard to elements of management.8 items. Generally, the Highest Priority desirable status was Related leadership model and the high one was Relationship between goals and decisions Nature of structure and Style of leadership and Level at which goals are determined and Nature of decision process and Process by which goals are determined and Links with environment. Then classified with the education criteria for performance excellence 7 categories. Generally, the Highest Priority desirable status was Leadership and the high one was Strategic and Operations Focus and Customer Focus and Results and Workforce Focus and Measurement, Analysis. And Knowledge Management.

Guidelines for Teacher Functional Competencies Development in Schools Under the Chanthaburi Secondary Educational Service Area Office 17

นางสาวธฤตมน บุญญานนท์ — 2020-12-30

The objectives of this research are to study 1) development of career competency of teachers and. 2) propose guidelines for development of career competencies to enhance the performance of teachers in schools. The Secondary Educational Service Area Office 17, Chanthaburi Province. The samples used were teachers working in schools. Under the Office of the Secondary Educational Service Area 17, Chanthaburi Province, for the academic year 2019, by specifying the sample group by using the sample group schedule of Crazy and Morgan of 278 people by using questionnaires and interview forms derived from the application. The questions came from the Teacher Competency Assessment Manual, Office of the Basic Education Commission (2010), and brought them to an expert for examination Improve and correct. And the results were tested to find the confidence and the results were analyzed by using basic statistics in data analysis, such as percentage, mean, standard deviation.

The research results were found that 1) Development of competency in the work of teachers in schools Under the Office of the Secondary Educational Service Area 17, Chanthaburi Province. Overall and the aspects were at a high level. With the highest mean and teacher leadership competencies 2) The guidelines for the development of career competencies to enhance the performance of teachers are as follows: (1) competencies in curriculum and learning management. Teachers must consider learning outcomes of learners as a key goal. (2) Learner development competency. Teachers must apply teaching principles, teaching methods, teaching styles. To suit the age level of the learners and the content. (3) classroom management competencies Teachers must have effective classroom management. (4) Competency, analysis, synthesis and research for learner development Teachers must regularly conduct classroom research. (5) Teacher leadership competencies Teachers have to develop themselves to be academic leaders and to develop their self-control abilities as a role model. (6) Competency, building relationships and cooperation with communities for learning management. Teachers must have good relationships and cooperation with the community for learning management.

A STUDY OF MANAGEMENT COMPONENTS TOWARDS THE EXCELLENCE PRIVATE SCHOOLS IN KHON KAEN PROVINCE

พรนภา พูนสวัสดิ์ — 2020-12-30

This research aimed to study the management component towards excellence of private schools in Khon Kaen province. This research is qualitative research. There are methods of conducting research, including 1) documentary research 2) in-depth interview. There are 5 experts in educational management of the private schools in Khon Kaen province, consisting of President of Khon Kaen private school administrators association, Director of Private Education Promotion Group and educational supervisors in Khon Kaen provincial education office. Research tools are the semi-structural interview form. Check the quality of the interview test by checking the validity by experts. The data analysis of content analysis in combined with interpretive analysis and inductive conclusion. The data processing using triangulation method. The information using the method of evaluation according to the expert reference process and adjust according to the recommendations.

The research conclusion to a study of administrative components towards excellence of private schools in Khon Kaen province consisted of 7 components: 1) The organization found that administrators set the direction, policy, vision, school values. Focus on academics in improving the quality of learners to keep up with the changing situations. Flexible in the context of Thai society by focusing on the participation of personnel. 2) Strategic planning shows that management has a strategic planning process using SWOT analysis by setting in the direction of the school, according to the target group receiving the benefits Systematic operation planning for all parties to participate. 3) Focusing on learner stakeholders found that management has a unique and diverse curriculum that responds to learners' interests. Assess student satisfaction and commitment parents and stakeholders. 4) Measurement, analysis and knowledge management found that management provides sufficient quality information and technology resources to be ready for use. There is a learning exchange with a network of private schools and external agencies to promote and support the development of the educational quality to the excellence of the school. 5) Focusing on personnel, it is found that executives continuously promote the development of human potential. Focus on teamwork, build stability in the profession with a concrete performance appraisal system for personnel. 6) In focusing on practice, it is found that the school has a system and mechanism for achieving objectives supervise, monitor, evaluate the performance, improve, and strive for quality success. 7) Results show that administrators have an efficient educational management system, resulting in students to have quality standards and strive for excellence. All relevant parties are satisfied. Affecting the stability and reputation of the school.

A STUDY OF FACTORS LEARNING NETWORK OF THE PRIVATE SCHOOL

sema Bungthong — 2020-12-30

This research aimed to study the factors learning network of the private schools. The study was conducted in a descriptive research and collected the data by quantitative and qualitative research. The research methodology conducted by 3 phases; Phase 1 documentary the study the analysis of relevant documents and researches. Phase 2 in-dept interviewing. The target group consisted were the chairperson of the group network, the chairman of the provincial private education coordination and promotion committee, and the director of a private school. The tools which were used for gathering data was the semi-structural interview form. Checking the qualitative data by triangular inspection method for making the conceptual framework of factors learning network. Phase 3 investigate the components recommendations by 5 experts; the provincial education officer, the director of provincial private education promotion group, the chairman of the private school district, and two educational supervisors. The tools which were used for gathering data was the evaluation from to assess the propriety, feasibility and utility of the components of learning network. A descriptive analysis was employed in which percentage and mean were used as statistical tools.

The results found that: the components of factors learning network of the private school consisted were 1) common vision, 2) educational administration and management, 3) the features of the collaboration network, and 4) the process of network empowerment are propriety, feasibility and utility of policy recommendations located at the high level.

CURRENT CONDITIONS OF THE CURRICULUM MANAGEMENT ON TECHNOLOGY (COMPUTING SCIENCE) SCHOOLS IN THE EDUCATIONAL NETWORK CENTER 1 UNDER THE OFFICE OF SAKON NAKHON PRIMARY EDUCATIONAL SERVICE AREA 2

ปิยะนันท์ ธิโสภา — 2020-12-30

This research is descriptive research. The objective is to study the current situation in the administration of technology curriculum. (Computing science) Schools in the Educational Network Center 1, under the office of Sakon Nakhon primary educational Service Area 2, conduct research by documenting Analyze and synthesize concepts Theory and research related and then conducted in-depth interviews with 3 experts. The tools used were semi-structured interview forms. When implementing both methods, the questionnaire was received, the current situation, the administration of the technology curriculum. (Computing science) the sample is Schools in the Educational Network Center 1, under the office of Sakon Nakhon primary educational Service Area 2, totaling 14 schools. Tools used 1) Questionnaire with checklist 2) Questionnaire with 5 rating scale and reliability 0.991 and analyze the data by using content analysis method and presenting as essay. Data was analyzed by searching for value of percentage frequency mean standard deviation and content analysis. The results of the research showed that Current conditions in the administration of technology curriculum (Computing science) schools in the Educational Network Center 1, under the office of Sakon Nakhon primary educational Service Area 2, are at a moderate level. And can be ranked as follows; 1) Curriculum is high level. 2) Teaching is moderate level. 3) Instruction is moderate level. 4) Learning is moderate level.

MODEL OF LEARNING MANAGEMENT IN THE 21st CENTURY BY USING SOCIAL MEDIA TO RAISE THE ACHIEVEMENT OF STUDENTS IN SCHOOLS UNDER THE SUKHOTHAI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

อนุวัฒน์ สุวรรณมาตย์ — 2020-12-30

The purpose of this research was:

1)Study basic information about the condition of learning management in the 21^st century by using social media to raise the achievement of students in schools under the Sukhothai Primary Educational Service Area Office 1 from academic documents related research interview of supervisors, school administrators, 25 teachers in the basic occupation and 390basic vocational careers and technology teachers. 2)Build and find quality model of learning management by examining the suitability and possibility experts. 3)Try The Learning Management Model by studying the practical skills of teachers and the achievements of NT and O-NET. 4)Assess the quality of results using The Model of Learning Management by considering the quality of achievements of NT, O-NET and assess the satisfaction of the 688 people involved.

The results of the research shown that:

1. The learning management conditions at a non-operational level accounted for 64 percent and the level of practice was 36 percent.

2. The format was most appropriate and feasible. The manual style was suitable for a higher level.

3. The trials found that; Teachers have the skills to follow the pattern at the highest level, Basic National Assessment Result NT had an average score of 53.19 percent. Basic National test results O-NET had an average score of 42.21 percent

4. Assessment results using The Learning Management Model found that; with the National Basic Quality Assessment Results (NT), the quality of the students was at a level of 52.77 percent whereas Higher quality of basic national O-NET test result was 8.2 percent. The results of the assessment of the model found that all parties satisfaction was at the highest level.

The Quality Culture Effecting Teacher Competency in the Child Development Center Nong Khai Province

วริศรา โยธา — 2020-12-30

The purpose of the research were: 1) to study the quality culture level, 2) to study the teacher performance, and 3) to analyze the quality culture affecting teacher performance in the Children's Development Center in Nong Khai Province, totaling 489 people, the sample was 10 administrators and childcare teachers in Nong Khai Children's Development Center. A total of 219 people, which were randomly assigned to the child development center. The tool is a 5 rating scale with confidence level equal to of .961. The data were analyzed by using means, percentage, and standard deviation. Pearson Product Coefficient and Stepwise Multiple Regression Analysis.
The research found that:
1. The Quality culture in general was at the "high" level. When considering the average in each aspect, it is found that Quality leadership the highest average (X ̅= 4.36) followed by the personnel development, the average (X ̅= 4.32) and team work was at the lowest average value (X ̅= 4.29).
2. The overall teacher competency performance was in the "high" level. When considering the average in each aspect, it was found that Student development with the highest average (X ̅ =4.37), followed by ethics and professional ethics, with the average (X ̅=4.36), followed by classroom management, with an average (X ̅= 4.34) and course management was the lowest average value (X ̅= 4.30).
3.Quality culture of management and learning management ethics and professional ethics on student development and learning management all predictions were able to predict the multiple correlation coefficient of 0.866 with statistical significance at the level of .05 and the ability to predict teacher competencies of 75.0 percent.
statistically significant at .05 level. The standard scores are as follows:
Forecasting equation in the standard form of score
Z '= 0.363 (Zx2) +0.375 (Zx3) +0.214 (Zx1).

TRANSFORMATIONAL LEADERSHIP OF SCHOOL ADMINISTRATORS AFFECTING TEAMWORK OF TEACHERS UNDER ROI ET PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

ธีรสรรค์ สาระคำ — 2020-12-30

The purposes of this research were to: 1) study transformational leadership of school’s administrators; 2) To study teamwork of teachers, 3)study the relationship between the transformational leadership of school administrators with teamwork of teacher under Roi Et primary educational service area office 3. and 4) study factors affecting of teamwork of teacher under Roi Et primary educational service area office 3. The samples were 337 people divided into 28 administrators and 309 teachers in schools under Roi Et primary educational service area office 3. The research instrument used for data collection was a five rating scales questionnaire with reliabilities of Cronbach’s alpha coefficient were 0.928 and 0.912. The statistical techniques employed in data analysis were percentage, mean, standard deviation and Pearson Product Moment Correlation Coefficient. Regression equations were created for predicting dependent variables through stepwise Multiple Regression analysis. The research findings were as follows: 1. The level of transformational leadership of school’s administrators under Roi Et primary educational service area office 3 in overall were at the most level. 2. Teamwork of teachers under Roi Et primary educational service area office 3 in overall were at the most level. 3. The relationship between the transformational leadership of school administrators with teamwork of teacher was statistically significantly correlated at .01 level. And 4. Transformational leadership of school’s administrators, being a proper role model (X1), building inspiration (X5), influential ideology (X3) affecting teamwork of teachers under Roi Et primary educational service area office 3 with significantly different at the statistical level of .01. The prediction equations could be written as follow:
The regressive equation in the form of raw score (Unstandardized Score)
Y´= 1.285+0.312X +0.209X +0.184X
The regressive equation in the form of standard score (Standardized Score)
Z´y= 0.299ZX1 + 0.230ZX5 + 0.198ZX3

THE PRIORITY NEED ASSESSMENT OF TEACHER’S GROWTH MINDSET DEVELOPMENT IN SCHOOL UNDER THE OFFICE OF UDONTHANI PRIMARY EDUCATIONAL SERVICE AREA 3

อรพิน โคตวิทย์ — 2020-12-30

The objectives of this research were to study 1) the actual state and the desirable state of teachers’ growth mindset, and 2) the priority needs of teachers’ growth mindset in school under the Office of Udonthani Primary Educational Service Area 3. The sample research comprised of 339 school administrators and teachers those were collected by stratified random sampling through the chart of Krejcei and Morgan. The research instrument was a 5- level rating scaled questionnaire with the IOC between .06-1.00, and the reliability was 0.969. The data were analyzed by mean, standard deviation and the Priority Needs Index (PNI Modified). The research result found that: 1) the actual state of teachers’ growth mindset of the overall quality and each characteristic was a high level. Considering each characteristic, it was found that the highest mean score is determination and dedication to work (x ̅ = 4.40) and the lowest mean score is creating job challenges for yourself (x ̅ = 3.86). The desirable state of teachers’ growth mindset of the overall quality and each characteristic was a highest level. Considering each characteristic, it was found that the highest mean score is determination and dedication to work (x ̅ = 4.62) and the lowest mean score is creating job challenges for yourself (x ̅ = 4.39). 2) The priority needs of teachers’ growth mindset in school under the Office of Udonthani Primary Educational Service Area 3 found that the highest index is creating job challenges for yourself, followed by learning from obstacles, having the role model to inspire yourself, learning from Learning from Criticism and Negative feedback, and the lowest index is determination and dedication to work.

ADMINISSTRATION OF THE OBJECTIVE STRUCTURED CLINICAL EXAMINATION OF THE 6th YEAR MEDICAL STUDENT IN FACULTY OF MEDICINE SIRIRAJ HOSPITAL MAHIDOL UNIVERSITY

อลิษา ตั้งพิพัฒนพรชัย — 2020-12-30

The objectives of this research were two-folds: 1) To study the opinions of the 6^th Year medical students on the management of comprehensive Objective Structured Clinical Examination (OSCE) in academic year 2018. The process included 2 phases: Examination Process and Examination Procedure. 2) Compare the administration management of the OSCE, classified by sex, examination time, examination round and examination circle. The samples used were: the 6^th Year medical student in academic year 2018, Faculty of Medicine Siriraj Hospital, were 284, with each candidate has 2 exams / academic year, with each candidate having the following examinations: Round 1 = 198 people, Round 2 = 201 people, Round 3 = 199 people. The statistics used in this study were frequency, percentage, mean, S.D., T-Test, One-Way ANOVA

Results: 1) The 6^th Year Medical Students have an opinion towards the management of the OSCE in the high level (mean = 4.37) and when considered in each aspect found that administration of the objective structured clinical examination was at a high level in all aspects. examination process (mean = 4.41) and examination procedure (mean = 4.20) 2) Medical students take the examination time, examination round and examination circle.

Medical students take the examination on different examination time, examination round and examination circle. There was no difference in the opinions on the administration of the OSCE in the overall examination. Which is in accordance with the assumptions set

ENVIRONMENT ANALYSIS, NEED AND GUIDELINES FOR SCHOOL MANAGEMENT OF REMOTE HIGHLAND AREAS

จงกล แก้วโก — 2020-12-30

The objective of this research was to study the environment analysis, need, and guidelines for school management of remote highland areas. The samples used in the research were 361 persons; school administrators and teachers by multi-stage sampling. The research instruments were questionnaires and interviews. There were the questionnaires with the IOC between 0.80-1.00, and the reliability was 0.97. The SPSS for Windows package was used to measure data analysis. The statistics used consisted of percentage, mean, and standard deviation and content analysis.

The results revealed that;

The environment of the school management of remote highlands areas found that the strength was the precise structure of school management. The weakness is that teachers had heavy workloads, both teaching and supporting affairs. Opportunities were external organizations to promote and support by applying modern digital technology in educational management. The obstacles were that most students were ethnic groups with different beliefs and values. The family was poor. Parents were doing subsistence agriculture.
The need of school management of remote highlands areas had five aspects: academic, personnel, planning and budget, general management and royal projects found that the overall image was at a high level when considering each aspect, it was investigated that the aspect with the highest mean was personnel.
Guidelines of school management of remote highlands areas found that 1) adjust the curriculum structures to be in line with the context of educational institutions 2) opening classroom branches in remote villages 3) adopting information technology media in teaching and learning management 4) building a network of partners for participation in educational development 5) increasing subsidies for individual, and additional expenses for boarding students 6) making an agreement with the higher educational institution to organize student teachers 7) increasing the living expenses, compensation for personnel 8) establishing criteria for the promotion of school teachers to a specific time, and 9) developing a system for helping students.

FACTORS AFFECTING THE GUIDELINES FOR SCHOOL-BASED MANAGEMENT OF SCHOOLS UNDER BANGKOK METROPOLITAN ADMINITRATION, KRUNGTHON NUA GROUP

ผุสชนี ปัญญา — 2020-12-30

The research armed 1) Study the level of Factors affecting the guidelines for school-based management of schools under Bangkok Metropolitan Administration Krungthon Nua Group. 2) Study the level of guidelines for school-based management of schools under Bangkok Metropolitan Administration Krungthon Nua Group. 3) Analyze the Factors affecting the guidelines for school-based management of schools under Bangkok Metropolitan Administration Krungthon Nua Group the research sample consisted of 320 administrators and teachers under the Bangkok Metropolitan Administration. The Research instrument used in the research was a questionnaire. Factors affecting the guidelines for school-based management of schools under Bangkok Metropolitan Administration Krungthon Nua Group were rating scale 5 levels, Reliability the whole version is .962. The statistics used. In data analysis is Percentage, Average, Standard deviation, Correlation Coefficient and Stepwise Multiple Regression Analysis.
The research were found that 1) Factors affecting the guidelines for school-based management of schools under Bangkok Metropolitan Administration Krungthon Nua Group As a whole, at a high level when considered in each aspect, found that it is at a high level. 2) The level of guidelines for school-based administration of the schools under the Bangkok Metropolitan Administration North Krung Thon Group As a whole, at a high level when considered in each aspect, found that it is at a high level. 3) Factors that affect the school-based administration approach there is a positive relationship at a high level. Predicting at the level of .01 The multiple correlation coefficient was 0.850. The correlation coefficient is 0.723 and with regression coefficient equal to 0.721. The correlation coefficient is 0.723 able to create predicting
The equation with raw scores was follows:
y ̂ = 1.667 + 0.320(X4) + 0.245(X1) + 0.108(X5)
The equation with raw scores was follows:
z ̂ = 0.540(X4) + 0.419(X1) + 0.177(X5)

THE EDUCATION GUIDELINE FOR PARENTS TO THE PROMOTION EARLY CHILHOOD DEVELOPMENT IN CHILD DEVELOMENT CENTER

Nuntiya Noichun — 2020-12-30

This research aimed to study (1) To study the level of educating parents in enhancing early childhood development in early childhood development centers. (2) Develop educational guidelines for parents in enhancing early childhood development in early childhood development centers. This research is a mixed methodology research using quantitative and qualitative research. The sample was 200 teachers at Kindergarten 1 and 2, academic year 2018, under a local government organization. Selection of sample group from the trainees. The instruments for collecting data were Parent education level questionnaire, Group discussion form. Analysis data by Descriptive statistics and Content Analysis. The research results were found as follows;

The level of educating parents in enhancing early childhood development is at very high level ( = 3.51, S.D. =.768) When considered individually, it was found that the level of educating parents in enhancing early childhood development was in parenting is at very high level ( = 4.33, S.D. =.819), Followed by the cooperation with communities at the high level ( = 4.00, S.D. =.822) and level of communication education was at a moderate level ( = 2.98, S.D. =.845). In the department of home learning Lowest level ( = 2.70, S.D. =.654)

Guidelines for educating parents in enhancing early childhood development in early childhood development centers for enhancing early childhood development Parenting knowledge, community cooperation, communication and learning at home. Results were found, there are 4P Model implementation guidelines as follows: P1- Planning, survey of needs, specifying content and methods of educating parents. P2 - communion (Participation) A joint meeting between the school and parents. Participation in various activities of school and community. P3 - Practice of Education, conducting formal and informal education management, preparing knowledge materials, brochures, banners, exhibitions, organizing a joint training program to educate parents. Parenting and education work together between the school and parents. P4- Pay-Attention monitoring, evaluation, education for both group and individual parents.