Journal of Educational Administration, Silpakorn University

TEACHER’S TEAMWORK OF SCHOOLS IN TALINGCHAN AREA OFFICE UNDER BANGKOK METROPOLITAN ADMINISTRATION

Anchittha Chiangniyom — 2025-06-30

The purposes of this individual study were to determine 1) Teacher’s teamwork of schools in Talingchan Area Office Under Bangkok Metropolitan Administration. and 2) The guidelines for developing the teacher’s teamwork of schools in Talingchan Area Office Under Bangkok Metropolitan Administration. The population consisted of 16 schools. The informants comprised 3 individuals per school, including 1 school director, 1 academic department head, and 1 teacher, totaling 48 participants. The research instruments were an opinionnaire and a structured interview according to the Yukl’s concept. The statistical analysis were frequency, percentages, mean, standard deviation, and content analysis.

The findings revealed that:

1) Teacher’s teamwork of schools in Talingchan Area Office Under Bangkok Metropolitan Administration was high overall.

2) The guidelines for developing the teacher’s teamwork of schools in Talingchan Area Office Under Bangkok Metropolitan Administration, it was found that there were many approaches. Examples in each area can be briefly given as follows: 1) School directors encourage teachers to set goals and plan work strategies together. 2) Teacher professional development through training and knowledge exchange via Professional Learning Communities (PLC). 3) Teachers receive expert training on emergency management and developing emergency plans. 4) Organizing activities and training on educational networks to help teachers build relationships with external networks. 5) Surveying teachers' need to procure materials and equipment that are appropriate for the schools' context. 6) Organizing relationship-building activities and open communication to foster good relationships among teachers. 7) Teachers are involved in decision-making and communicate regularly to foster positive attitudes toward each other. 8) Teachers design clear work plans and hold meetings to review their performance. 9) School directors encourage teachers to participate in work and to brainstorm in a collaborative problem-solving process.

Success Competency of Southeast Asia School Heads : A Case Study of the Secondary Educational Service Area Office ,Bangkok Metropolitan Region 1, Group 4

nisachon jullasiri — 2025-06-30

This research aims to: 1) Study the competency levels for successful school directors in the Southeast Asian region among teachers aspiring to become school administrators and current school administrators; 2) Compare the competency levels for successful school directors in Southeast Asia between teachers aspiring to become school administrators and current school administrators; 3) Study guidelines for developing a competency framework for successful school directors in Southeast Asia that aligns with current and future contexts.
The sample group consisted of administrators and teachers from 11 schools, selected using Krejcie and Morgan's table and cluster sampling. This included 18 administrators who had been in their positions for no more than 3 years and 116 teachers aspiring to become school administrators, totaling 134 people for questionnaire responses. 14 administrators (on a voluntary basis) participated in interviews. Data was analyzed using mean, standard deviation, and thematic analysis.
The research found that the highest competencies among teachers aspiring to become administrators were in Personal Excellence ( = 3.30, S.D. = 0.62) and Instructional Leadership
( = 3.24, S.D. = 0.67). Meanwhile, administrators who had been in their positions for no more than 3 years demonstrated higher competency levels, particularly in Personal Excellence ( = 3.53, S.D. = 0.50) and Instructional Leadership ( = 3.51, S.D. = 0.49). A comparison of competencies using T-Test revealed that administrators had a higher average competency level ( = 3.510) than teachers ( = 3.031), with statistical significance (p < 0.05). The guidelines for developing a competency framework for successful school directors in Southeast Asia that aligns with current and future contexts should cover change management competencies, technology utilization, building collaborative networks, and enhancing strategic leadership to elevate educational quality technology utilization, networking and collaboration, and strategic leadership enhancement to improve the quality of education.

SCHOOL SUPERVISION IN SCHOOL PERFORMANCE CENTER PHANOMTHUAN 3

Karat thongsaiphon — 2025-06-30

The purposes of this study were to examine 1) the school supervision in school performance center Phanomthuan 3 2) the development guidelines of school supervision in school performance center Phanomthuan 3. The population was teachers in school performance center Phanomthuan 3. The sample consisted of 86 teacher: The tools used in the research were opinionnaire and structured interviews. The statistics used in the data analysis were frequency, percentage, arithmetic mean, standard deviation, and content analysis.

The finding revealed that:

The school supervision in school performance center Phanomthuan 3, overall,was at a high level. When looking at each aspect, it was found that the school supervision in school performance center Phanomthuan 3 was at the highest level in 1 aspect and at a high level in 4 aspects. Sorting by the arithmetic means values descending as follows: Supervision operations, current condition assessment, problems and needs, supervision planning, creating media and tools, and evaluating and reporting results, respectively.
The development guidelines of school supervision in school performance center Phanomthuan 3 were as follows: 1) organizing a conference to summarize the results of the results of information will be the guide to determine the goals for the development of Self Assessment Report (SAR), 2) specifying the clear guidelines for school supervision by handbook for school supervision, following the policies of the Ministry of Education and the Kanchanaburi Primary Educational Service Area Office 2 are used as a guideline for planning supervision, 3) to encourage teachers to develop the media and instrument for supervision, 4) create co-operation between teachers and train teachers for development of school supervision in school performance center Phanomthuan 3, 5) to encourage and support teachers to participate instruction media on competition for every level than select the best instruction media to example for school and disseminate them in various channels to praise and honor.

PERSONNEL ADMINISTRATION OF KURURATRANGSARIT SCHOOL UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE RATCHABURI

tanapoom markkaew — 2025-06-30

The purposes of this independent study were to determine 1) the personnel administration of Kururatrangsarit School under the Secondary Educational Service Area Office Ratchaburi and 2) the development guidelines for personnel administration of Kururatrangsarit School under the Secondary Educational Service Area Office Ratchaburi. The sample group consisted of 76 government teachers using the stratified random sampling technique. The instruments used for study were 1) a opinionnaire and 2) a semi-structured interview. The statistics used to analyze the data were frequency, percentage, arithmetic mean, standard deviation and content analysis.
The findings of this study were as follows:
1. The personnel administration of Kururatrangsarit School under the Secondary Educational Service Area Office Ratchaburi, collecrively and individually, was at high level; ranking by arithmetic mean from high to low: 1) Personnel performance evaluation 2) Manpower planning 3) Personnel development and 4) Morale and encouragement2. The developmental guidelines for personnel administration of Kururatrangsarit School under the Secondary Educational Service Area Office Ratchaburi were as follows: In terms of personnel development, there should be a variety of activities to develop teachers and personnel within the school. In terms of personnel performance evaluation, there should be an analysis of the performance of each teacher and personnel and use the analysis to set goals through the creation of an agreement on the performance of teachers and personnel. In terms of morale and encouragement, there should be more channels for publicizing the evaluation results of morale and encouragement activities and the evaluation results of morale and encouragement activities organized in schools. There should also be meetings to find ways to develop morale and encouragement activities organized in schools.

PARENTS’ PARTICIPATION IN EDUCATIONAL MANAGEMENT OF HUAHIN WITTAYAKOM SCHOOL

Wannapa Nillapan — 2025-06-30

The purposes of this independent study were to know 1) Parents’ participation in educational management of Huahin Wittayakom School 2) The developmental guidelines for parents’ participation in educational management of Huahin Wittayakom School. The samples consisted of Parents of students in years 1–6, totally 256 samples. The instruments used for this study were 1) an opinionnaire on Parents’ participation in educational management of Huahin Wittayakom School and 2) Semi-structured Interview for developmental guideline for parents’ participation in educational management of Huahin Wittayakom School. The statistics used to analyze the data were frequency, percentage, arithmetic mean, standard deviation and content analysis.
The findings of this study were as follows:
1. Parents’ participation in educational management of Huahin Wittayakom School in overall was at high level, when considered each aspects found that there was at high levels, ranking by arithmetic mean from high to low: 1) Participating in decision-making about children's education 2) Common aspects in the teaching and learning atmosphere of educational institutions 3) Participating in expressing opinions about the curriculum 4) Participating in creating the curriculum and 5) following up on results and jointly supporting educational affairs.
2 The developmental guidelines for Parents’ participation in educational management of Huahin Wittayakom School have 6 items in total. There were 12 developmental guidelines. 1) The school should issue an official letter inviting parents to contribute or donate funds to help procure books that meet students’ needs. 2) Homeroom teachers should address the topic of book procurement during parent meetings to encourage more parental involvement. 3) The school should publicize information through its various communication channels. 4) Once the school has developed a local curriculum, it should be publicized through the school’s channels so that parents are informed. 5) The school should appoint a committee to monitor and evaluate the implementation of the local curriculum. 6) The school should send an invitation letter to parents informing them of its plan to develop a local curriculum, so they can prepare and make time to attend the meeting. 7) After the school has developed the local curriculum, it should be presented during the parent meeting, and parents’ feedback should be gathered to further improve it in alignment with community needs. 8) Meetings should be held exclusively between homeroom teachers and parents to facilitate open feedback from parents. 9) If the school wishes to invite parents to serve as guest speakers or share their expertise with students, it must promote this through various channels or have homeroom or advisory teachers directly coordinate with parents. 10) The school should organize parent meetings (involving only homeroom or advisory teachers and parents). 11) The school should open registration for parents who are willing to volunteer and help manage various school activities. 12) Parents wish to establish a Parent Association and hold meetings within that association.

THE PRIORITY NEEDS IN DEVELOPING FACILITATING SKILLS OF TEACHERS IN YAMEE-UL-EKWAN SCHOOL

Preuttiya Chauphudee — 2025-06-30

In the 21st century, where student-centered learning and technology play a significant role in education, facilitating skills have become crucial for teachers. With the increasing accessibility of information, learners can now explore and acquire knowledge independently at any time. As a result, teachers are required to shift their roles from traditional instructors to facilitators of learning in an ever-expanding world of knowledge. This qualitative research aimed to examine the problems and priority needs in developing facilitating skills of teachers in Yamee-ul-ekwan school. The sample group consisted of one school principal and 17 teachers, selected through purposive sampling. The research instrument was a semi-structured interview, with data collected through in-depth interviews and analyzed using content analysis, frequency, and percentage.
The research findings were as follows:
1. The problems in developing facilitating skills among teachers were categorized into four areas: (1) reduced student attention span, (2) decreased learning ability, (3) students' readiness to learn, and (4) teachers' and school's readiness to manage learning.
2. The most needed facilitating skills were: (1) communication, (2) collaboration, and (3) creativity. followed by planning and learner-centered learning. The least mentioned skill was observation.

SCHOOL SUPERVISION IN KAMPHAENG SAEN SCHOOL GROUP 2 UNDER THE JURISDICTION OF THE NAKHON PATHOM PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Akkaraya Simakul — 2025-06-30

The purposes of this independent study were to determine 1) school Supervision in Kamphaeng Saen School Group 2 under the Jurisdiction of the Nakhon Pathom Primary Educational Service Area Office 1 and 2) the developmental guidelines for School Supervision in Kamphaeng Saen School Group 2 under the Jurisdiction of the Nakhon Pathom Primary Educational Service Area Office 1. The population for the research was 15 schools in Kamphaeng Saen School Group 2 selected three informants from each school, consisting of: a school directors or acting school directors, a teachers assigned as heads of academic affairs and a teacher. In total, there were 44 informants. The instruments used for this study were 1) an opinionnaire on school supervision based on the concept of the Educational Supervision Unit, Office of the Basic Education Commission and 2) Structured Interview for developmental. The statistics used to analyze the data were frequency, percentage, arithmetic mean, standard deviation and content analysis. The questionnaire was developed by experts, revised and tested to find the reliability of the questionnaire.
The findings of this study were as follows:
1. School Supervision in Kamphaeng Saen School Group 2 under the Jurisdiction of the Nakhon Pathom Primary Educational Service Area Office 1 in overall was at highest level.
2. The developmental guidelines for School Supervision in Kamphaeng Saen School Group 2 under the Jurisdiction of the Nakhon Pathom Primary Educational Service Area Office 1, consist of multiple approaches. There are a total of 5 key points, which include 5 developmental guidelines for School Internal Supervision Kamphaeng Saen School Group 2 under the Jurisdiction of the Nakhon Pathom Primary Educational Service Area Office 1. There are 10 approaches in total, summarized in 5 aspects.

TALENT MANAGEMENT OF WATRAIKHING WITTHAYA SCHOOL

Piyatida Hwangpong — 2025-06-30

The purposes of this study were identified; 1) the talent management of Watraikhing Witthaya School. 2) the development approach of the talent management of Watraikhing Witthaya School. The sample group of this research was 118 respondents. The instrument used were 1) an opinionnaire about talent management of Watraikhing Witthaya School based on Tanate Yukuntawanitchai. 2) a semi-structured interview based on the five studied variables. The statistics used were frequency, percentage, arithmetic mean, standard deviation and content analysis.
The research finding was as follows:
1. The talent management of Watraikhing Witthaya School, in overall was at high level, considering by aspects has found at high level in all aspects sorted according to the arithmetic mean from descending as follows: 1) Develop strategy 2) Connect and enable 3) Motivate and develop 4) Deploy and manage 5) Attract and retain.
2. Guidelines for Developing Talent Management of Watraikhing Witthaya School. It was found that school administrators should emphasize the five key aspects of talent management, as follows: 1) Develop strategy: A strategic talent management plan should be developed in alignment with the school’s administrative policies. This plan should be incorporated into the institution’s personnel development plan, covering both short-term and long-term goals. 2) Connect and enable: There should be announcements about job vacancies, especially for critical positions, to attract both internal and external candidates. The selection process should include written examinations, interviews, performance evaluations, and ranking of candidates based on their competencies to match them with suitable positions. 3) Motivation and Develop: Administrators should motivate talented individuals by recognizing and praising their achievements, promoting their success, and involving them in all aspects of school activities. The institution should also foster talent development by encouraging progressive thinking, open expression of ideas, taking on challenging tasks, organizing educational visits, and promoting the preparation of individual development plans for all staff members annually. 4) Deploy and manage: An information system should be established to collect and store data on talented individuals, making it accessible to all. Talent retention strategies should include involving staff in performance evaluations, creating strategies for salary progression, providing appropriate incentives, and offering benefits that match their skills and contributions. And 5) Attract and retain: Talented individuals should receive supervision and feedback on their performance each semester. There should be job mentoring and knowledge sharing among staff. Externally, the institution should establish educational networks with other schools and the community to promote knowledge exchange and continuous learning through training and various activities that enhance the talents of individuals even further.

THE LEADERSHIP COMPETENCIES OF WATRAIKHING WITTHAYA SCHOOL ADMINISTRATOR

Kittisak Boonpra — 2025-06-30

The purposes of this study were identified; 1) the leadership competencies of Watraikhing Witthaya School. 2) the development approach of leadership competencies. The sample of this research was 118 respondents. The instrument used were (1) an opinionnaire about the leadership competencies of Watraikhing Witthaya School based on Ruben. (2) a semi structured interview based on the development guideline of leadership competencies. The statistics used were frequency, percentage, arithmetic mean, standard deviation and content analysis.
The research finding was as follows:
1. The leadership competencies of Watraikhing Witthaya School, in overall was at high level, considering by aspects has found 1 aspect was at the highest level, which was positional competencies and 4 aspects were at high level sorted according to the arithmetic mean from descending as follows: personal competencies, analytic competencies, organizational competencies and communication competencies.
2. The development guideline of leadership competencies of Watraikhing Witthaya School administrator found that, Administrators should prioritize communication competencies, which requires integrating various motivational strategies to encourage colleagues to make positive changes. Additionally, administrators should study persuasive speaking techniques and psychological principles to enhance their ability to influence others effectively. Active listening is also essential, as good communication begins with good listening, which enables a deeper understanding of others' true needs and identities. Once this understanding is achieved, persuasive communication and negotiation techniques are more likely to succeed. Moreover, promoting a culture of participation and open-minded listening will help leaders better understand situations and communicate clearly, directly, and sincerely. This should be accompanied by qualities such as empathy, sincerity, and kindness, while avoiding egocentric behavior in their professional conduct.

SATISFACTION OF TEACHERS WITH INTERNAL SUPERVISION OF EXTRA-LARGE SECONDARY SCHOOLS IN BANGBO DISTRICT UNDER SAMUT PRAKAN SECONDARY

อคิราภ์ เลิศภิยโยวงศ์ — 2025-06-30

This research aimed to 1) study the level of teacher satisfaction with internal supervision in extra-large secondary schools in Bang Bo District, under the Samut Prakan Secondary Educational Service Area Office, and 2) compare teacher satisfaction with internal supervision in extra-large secondary schools in Bang Bo District, under the Samut Prakan Secondary Educational Service Area Office, classified by gender, education level, age, and work experience. The sample consists of 155 teachers from large special schools in Bang Bo District, under the Samut Prakan Secondary Educational Service Area Office. The sampling method used was stratified random sampling based on the proportion of the population and sample size by school, followed by simple random sampling. The research instrument was a 5-point Likert scale questionnaire with a reliability level of .98. Data were analyzed using frequency, percentage, mean, standard deviation, t-test, and one-way analysis of variance.
Research findings indicate that the overall satisfaction of teachers with internal supervision in large special schools in Bang Bo District, under the Samut Prakan Secondary Educational Service Area Office, is at a high level The results revealed that there were statistically significant differences in satisfaction based on gender, both overall and in specific aspects, at the 0.05 level. However, no statistically significant differences were found in teachers’ satisfaction when classified by educational qualification, age, and work experience, both overall and in specific aspects.

DIVERSITY MANAGEMENT OF MATTAYOMWATDANSAMRONG SCHOOL SAMUTPRAKARN

อับดุลลาตีฟ บินน์คมสัน — 2025-06-30

The purposes of this study were identified 1) the diversity management of Mattayomwatdansamrong school Samutprakarn and 2) the development approach of diversity management of Mattayomwatdansamrong school Samutprakarn. The population of this research was 94 respondents. The instrument used were 1) opinionnaire about diversity management of Mattayomwatdansamrong school Samutprakarn based on Mello and
2) a structured interview. The statistics used were frequency, percentage, arithmetic mean, standard deviation and content analysis.
The research finding was as follows:
1. The diversity management of Mattayomwatdansamrong school Samutprakarn was at a high level overall, and in each aspect, it was also at a high level. Ranking from highest to lowest were definition of diversity and level of inclusion, linking diversity to organizational mission, formulating rationale for diversity management, designing models and implementation strategies for diversity initiatives, deciding whether to implement target
or group specific interventions, assessing the status of relevant groups
2. The study identifies six essential development guidelines for enhancing diversity practices within the school context. 1) School administrators should provide clear rationales for diversity management to all school staff. 2) Diversity management should be incorporated into the school’s core missions and strategic goals, rather than being treated as an optional initiative.3) Administrators should establish clear definitions of diversity and levels of inclusiveness to promote equity and maximize school-wide benefits. 4), The school should form dedicated committees to address the needs of specific groups. 5) Data collection processes should be supported by modern technology to enhance efficiency and accessibility. 6) diversity initiatives should be implemented in a continuous and systematic manner.