Journal of Educational Administration, Silpakorn University https://so02.tci-thaijo.org/index.php/EdAd <p>เป็นวารสารที่มีวัตถุประสงค์ในการผลิตเพื่อเป็นสื่อกลางแสดงความคิดเห็นเชิงวิชาการของคณาจารย์ นักวิชาการ และนักศึกษาทั้งในและนอกสถาบัน และเพื่อเผยแพร่ผลงานทางวิชาการของคณาจารย์ นักวิชาการ และนักศึกษา สาขาการบริหารการศึกษา</p> en-US chonnanee_ming@hotmail.com (ผู้ช่วยศาสตราจารย์ ดร.สายสุดา เตียเจริญ) chonnanee_ming@hotmail.com (นางสาวชนนี แสนศรี) Fri, 17 Jul 2020 07:09:55 +0700 OJS 3.1.2.4 http://blogs.law.harvard.edu/tech/rss 60 GOVERNANCE IN PHATTHARAYAN WITTHAYA SCHOOL https://so02.tci-thaijo.org/index.php/EdAd/article/view/239448 <p><strong>Abstract</strong></p> <p>The purposes of this research&nbsp; were to determine : 1) The implication of good&nbsp; governance in Phatharayan Wittaya School, and 2) The guidelines for applying the good&nbsp; governance in Phattharayan Wittaya School. The population in this research consisited of &nbsp;&nbsp;&nbsp;&nbsp;2 school administrators, 49 teachers, with the total of 51 respondents. The research instrument was a questionnaire about good governance based on United Nations&nbsp; Development Program (UNDP) concept. The statistics applied in data analysis&nbsp;were frequency (f), percentage (%), arithmetic mean (µ) standard deviation&nbsp; ( ) and content analysis.&nbsp;</p> <p>The results of this research were as follows:</p> <p>1) The implication of good governance in Phattharayan Wittaya School as a whole and individuals were at a high level sorted by&nbsp;descending order ; Rule of Law, Accountability, Transparency, Effectiveness and Efficiency, Responsiveness, Strategic Vision, Participation, Consensus-Oriented and Equity.</p> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 2) The guidelines for applying the good governance in Phattharayan Wittaya School were 9 aspects as follows :&nbsp;1) It should give an opportunities for participation in idea and decision making for planning.2) It should have a training about law and regulations&nbsp; of duties for the school personnel. 3) It should provide information to personnel regarding budgeting, procurement, accounting management and welfare payments based on auditing. 4) It should have monitoring and supervising school operation and coordinate for improving there&nbsp; work. 5) It should open for accepting the opposite ideas and solving for problems. 6) It should have more justice. 7) It should have a school plant system suitable for learning process.</p> <p>8) It should implement school plan. 9) It should set vision beyond changing policy and plan.</p> Thasanee Wiwadchanoon Copyright (c) 2020 Journal of Educational Administration, Silpakorn University https://creativecommons.org/licenses/by-nc-nd/4.0 https://so02.tci-thaijo.org/index.php/EdAd/article/view/239448 Tue, 30 Jun 2020 00:00:00 +0700 PROCESS OF EDUCATIONAL SUPERVISION IN PHATTHARAYAN WITTAYA SCHOOL ; SECONDARY EDUCATION SERVICE AREA OFFICE 9 https://so02.tci-thaijo.org/index.php/EdAd/article/view/241504 <p>The purpose of the research was to know 1) the process of educational supervision in Phattharayan Wittaya School, Secondary Education Service Area Office 9 2) the guidelines for the development of process of educational supervision in Phattharayan Wittaya School, Secondary Education Service Area Office 9. The sample consisted of 54 people and management 7 people in the semi-structured interview. The research tool was a questionnaire about the level of process of educational supervision in Phattharayan Wittaya School, Secondary Education Service Area Office 9,. And using the semi-structured interview to find out the guidelines for the development of process of educational supervision in Phattharayan Wittaya School, Secondary Education Service Area Office 9. The statistics used for data analysis are frequency, percentage, arithmetic mean, standard deviation, and content analysis.</p> <p>The research results revealed that:&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</p> <ol> <li class="show">The process of educational supervision in Phattharayan Wittaya School, Secondary Education Service Area Office 9 in general was at the moderate level, which can sort the arithmetic mean values in descending order as follows: 1) Planning and alternative procedures 2) Educational supervision process 3) The study of current conditions, problems, and development needs 4) Steps for creating media, tools, and developing methods. The least practical steps are evaluation and reporting of results.</li> <li class="show">The guidelines for the development of process of educational supervision in Phattharayan Wittaya School, Secondary Education Service Area Office 9, were : 1) There should be a meeting of all administrators and teachers to study the problems of school supervision by collecting problems and needs from the voices of students, parents, communities, and teachers to plan the operation. 2) Appointing teacher for supervision and assigning roles clearly by assigning a working group that has knowledge and ability in supervision and not having a lot of workload to perform duties. 3) Organize a meeting to clarify various details regarding operations for everyone to know and practice in the same way to achieve the objectives. 4) Directing, monitoring, and evaluate the supervision continuously according to the 5 steps of the supervision. 5) Use the results to improve and develop for better results in the future.</li> </ol> Jurarak kotjuck Copyright (c) 2020 Journal of Educational Administration, Silpakorn University https://creativecommons.org/licenses/by-nc-nd/4.0 https://so02.tci-thaijo.org/index.php/EdAd/article/view/241504 Tue, 30 Jun 2020 00:00:00 +0700 The Effect of Problem-based Learning on the communicative English speaking skills for Undergraduate Students https://so02.tci-thaijo.org/index.php/EdAd/article/view/241645 <p>The purposes of this research were: 1) to compare the students’ communicative English speaking skills of undergraduate students, before and after using a problem-based learning; 2) to survey the student’s satisfaction toward Problem-Based Learning. The sample, selected by a simple random sampling technique, comprised the 35 undergraduate students who attended 081 102 English For Everyday Use course, during the first semester of academic year 2019. The research instruments were: 1) Problem-Based Learning lesson plans; 2) direct test of communicative English speaking skills; 3) a satisfaction assessment of students toward Problem-Based Learning questionnaire. The experiment was conducted by the researcher managing the learning according to the Problem-Based Learning lesson plans which is divided into 4 steps, which are presenting the problem, analyzing the problem, suggesting the solutions and summarizing. The statistics used in data analysis were mean, standard deviations and t-test dependent paired sample group.</p> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The findings were as follows:</p> <ol> <li>The student’s communicative English speaking skills after studying problem-based learning was significantly higher than before at the .05 level.</li> <li>The students’ satisfaction toward problem-based learning were at a good level.</li> </ol> Natcha Onsampant Copyright (c) 2020 Journal of Educational Administration, Silpakorn University https://creativecommons.org/licenses/by-nc-nd/4.0 https://so02.tci-thaijo.org/index.php/EdAd/article/view/241645 Tue, 30 Jun 2020 23:02:15 +0700 ADMINISTRATION OF LEARNERS' DEVELOPMENT ACTIVITIES IN WATTHAPHUT SCHOOL UNDER NAKHONPATHOM PRIMARY EDUCATION SERVICE AREA OFFICE 2 https://so02.tci-thaijo.org/index.php/EdAd/article/view/241649 <p>&nbsp;</p> <p><span style="font-weight: 400;">The purposes of this research to know : 1)&nbsp; Administration of learners’ development activities in Watthaphut School under Nakhonpathom Primary Educational Service Area Office 2. 2) Guidelines administration of learners’ development activities in Watthaphut School under Nakhonpathom Primary Educational Service Area Office 2. The research instrument were a questionnaire and instructured interview about administration of learners’ development activities according to basic education core curriculum B.E. 2551 (revised version B.E.2560). Statistic in this research used frequency, percentage, arithmetic mean, standard deviation and content analysis.</span></p> <p><span style="font-weight: 400;">Result of research were</span></p> <ol> <li class="show"><span style="font-weight: 400;"> Administration of learners’ development activities in Watthaphut School under Nakhonpathom Primary Education Service Area Office 2 was overview at a high level. When considering of each process found that the performance in each process is at the high level by descending order of arithmetic mean. The followings were definition processes of the assessment and assessment criteria, a collaborative plan of teachers, learner, and accomplices, Plan activities objective, Summary of operations report,&nbsp; Study vision Mission, goal, desirable characteristics and curriculum structure, Survey data on preparation of school, community, and locality, problem and need of learners. And the process of clarification meeting.&nbsp;</span></li> <li class="show"><span style="font-weight: 400;"> The guideline of administration of learners’ development activities in Watthaphut School under Nakhonpathom Primary Education Service Area Office 2 are the administrator should plan for meeting. Meanwhile, Administrators and teachers should jointly formulate policies and guidelines to be in line with the curriculum. he should encourages teachers to get the knowledge, understanding and skills about learners’ development activities by creating network, exchanging the knowledge, giving suggestions, support teachers’ work. There are the survey about the needs of teachers, students, and the community by providing a variety of survey tools In order to use the information to design activities and be a guide for student activity development</span></li> </ol> <p><sub><br><br><br></sub></p> Khomsan Phomsen Copyright (c) 2020 Journal of Educational Administration, Silpakorn University https://creativecommons.org/licenses/by-nc-nd/4.0 https://so02.tci-thaijo.org/index.php/EdAd/article/view/241649 Wed, 01 Jul 2020 00:00:00 +0700 THE GUIDELINES FOR ACADEMIC AFFAIRS ADMINISTRATION OF WAT KHAORAK SCHOOL https://so02.tci-thaijo.org/index.php/EdAd/article/view/241781 <p><strong>&nbsp;</strong><strong>Abstract</strong></p> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The findings of the study revealed that:</p> <p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;1. Academic affairs administration of Wat Khaorak school management as a whole and each aspect were at a high level. Sorted from the highest arithmetic mean to the lowest as follows, measurement and evaluation and transfer of equivalent grades, selection books for academic, school curriculum development, academic planning, developing internal assurance system and educational standard, cooperate in academic development with others, academic promotion and support for individual families organization and work units and related institutions, preparation of regulations and practicality in academic, development of instructional media innovation and technology, developing the opinion for local curriculum, guidance, encouraging and improve the learning resource, instructional development, internal supervisory, promoting the community to strong in academic and instruction practices in school. And in the moderate level was The Improving student quality by classroom.</p> <p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;2. The Guideline for Academic Affairs Administration of Khaorak school should proceed as follows; Community, parents, and other relevant organizations should be involved in the development of the curriculum, Supervision Planning, Analyze the environment in order to determine the vision, mission, and goals, desirable characteristics, Child-centered organizing learning process and evaluation in the same way. The teacher should conduct research. There is some current information on internal quality assurance. The dissemination of academic news to the community. The teachers should have abilities in using media and technology.&nbsp;</p> Sothiya Moungjab, Sakdipan Tonwimonrat Copyright (c) 2020 Journal of Educational Administration, Silpakorn University https://creativecommons.org/licenses/by-nc-nd/4.0 https://so02.tci-thaijo.org/index.php/EdAd/article/view/241781 Fri, 17 Jul 2020 02:28:32 +0700 ACADEMIC AFFAIRS ADMINISTRATION OF BENJAMARACHUTIT RATCHABURI SCHOOL https://so02.tci-thaijo.org/index.php/EdAd/article/view/241783 <p>The purposes of this research were to find 1) Academic affairs administration in Benjamarachutit Ratchabury and 2) The guidelines for academic affairs administration of Benjamarachutit Ratchabury school. The respondents were assistant academic affairs administrator or the head of academic administrator. The head of academic disciplines and teachers with a total of 127 respondents. The instrument was a questionnaire about the academic administration formulated based on framework of the basic education administration, Ministry of Education. The statistics used in data analysis were frequency, percentage, arithmetic mean, standard deviation and Content analysis.<br>The finding of this research were as follows :<br>1. Academic affairs administration in Bemjamarachutit Ratchaburi school as a whole and individually, were at a high level. Ranking by arithmetic mean were : the development of school internal quality assurance system is the highest, the measurement evaluation and transfer of learning credits is the second, and learning resource development is lowest.<br>2. There were 12 guidelines for academic affairs administration development in Benjamarachutit Ratchaburi were: 1) support all parties to participate in the curriculum, 2 ) support the students to have knowledge and life skills in order to be good quality, 3) developing tools for evaluation and evaluation to be suitable for students and be a standard. 4) support the research for learners development, 5) training the personal to knowledge about technology 6) support the use of internal and external resources as much as possible, 7) stimulate the students to participate in supervision, 8)support further education guidance, 9)organize training to provide knowledge about internal and external quality assurance systems, 10)promoting academic activities for the community based on their expertise, 11)promoting the exchange of knowledge and participation in projects organized by various organizations, 12)promote the training for academic knowledge in order to share the knowledge to the community.</p> Pailin Pingpitayakul, Prasert Intarak Copyright (c) 2020 Journal of Educational Administration, Silpakorn University https://creativecommons.org/licenses/by-nc-nd/4.0 https://so02.tci-thaijo.org/index.php/EdAd/article/view/241783 Fri, 17 Jul 2020 00:00:00 +0700 HUMAN RESOURCE DEVELOPMENT IN WATTHAPKRADAN SCHOOL https://so02.tci-thaijo.org/index.php/EdAd/article/view/241955 <p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;The purpose of this research is 1) Human resource development in Watthapkradan School and 2) Guidelines for human resource development in Ban Thap Kradan School. The population group is 17 teachers of Watthapkradan School, consisting of the school director and the operating teachers. The instrument used in the research was a questionnaire about human resource development based on the concepts of Swanson and Holton. The statistics used for data analysis were frequency, percentage, arithmetic mean, and standard deviation. The results revealed that</p> <p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;1. Human resource development at Watthapkradan School in the overall was at a high level. The arithmetic mean ranking from maximum to minimum were as follows; 1) Individual Domain 2) Work Tasks Domain 3) People Domain 4) Organization Domain</p> <p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 2. Guidelines for human resource development in Watthapkradan School consist of; 1) The organization should specify the vision and mission of the school, have a strategy and plan to clearly guide the work of the personnel; 2) executives and personnel should be aware and give importance to the organization; 3) promote the enhancement of skills, personal knowledge, and appropriate attitudes in order to achieve the goals achieved; 4) create good relationships between colleagues; 5) provide guidance and consultation for effective work; 6) allocate skilled personnel to match the assigned tasks; and 7) Enhance morale for personnel.</p> Narumon Homniem, Sakdipan Tonwimonrat Copyright (c) 2020 Journal of Educational Administration, Silpakorn University https://creativecommons.org/licenses/by-nc-nd/4.0 https://so02.tci-thaijo.org/index.php/EdAd/article/view/241955 Fri, 17 Jul 2020 03:05:15 +0700 THE MOTIVATION TO WORK OF TEACHERS IN RACHINEEBRURANA SCHOOL https://so02.tci-thaijo.org/index.php/EdAd/article/view/242023 <p><strong>Abstract</strong></p> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The purposes of this research were to study: 1) Motivation to work of teacher in Rachineebrurana School.&nbsp; 2) The guidelines for enhancing the motivation to work performance of teachers at&nbsp; Rachineebrurana School. Were unit of analysis totally 108 respondents. The research tool was a questionnaire about the motivation to work base for the concept of Herzberg, Mausner and Snyderman. Statistics used in data analysis were frequency, percentage, arithmetic mean, standard deviation, and content analysis.</p> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The findings of the study were as follows:</p> <p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 1. The motivation to work of teacher in Rachineebrurana School in overall was at a high level. When considered in each aspect, it was found that motivation factors every aspect were at a high level. The arithmetic mean was sorted by the descending order as followed; Responsibility, Recognition, Possibility of growth, Achievement, Work itself and Advancement, For the hygiene factors every aspect were at a high level. The arithmetic mean was sorted by the descending order as followed; Job security, Status, Working condition, Interpersonal relation with peers, Interpersonal relation with superior, Salary, Personal life, Supervision technical, Interpersonal relation with subordinate and Company policy and administration.</p> <p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;2. The guidelines for enhancing work motivation of teachers in Rachineebrurana School, it was found that motivation factors were supporting teachers by setting time, providing suggestion, giving opportunities for teachers to express their opinions, and supporting in the aspect of science and technology. In addition, the hygiene factors were providing relevant plan and strategy to the teachers, distributing work systematically and fairly, having clear operational plan as well as promoting teachers to live sustainably.</p> Laddawan Thongdonjui, sangaun Inrak Copyright (c) 2020 Journal of Educational Administration, Silpakorn University https://creativecommons.org/licenses/by-nc-nd/4.0 https://so02.tci-thaijo.org/index.php/EdAd/article/view/242023 Fri, 17 Jul 2020 03:14:17 +0700 THE TEACHER PROFESSIONAL STANDARDS PERFORMANCE AT OMNOISOPHONCHANUPHATHUM SCHOOL. https://so02.tci-thaijo.org/index.php/EdAd/article/view/242321 <p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;The purposes of this research were to determine 1) the teacher professional standards performance at Omnoisophonchanuphathum school, and 2) The guideline for The teacher professional standards performance at Omnoisophonchanuphathum school, consisted of school administrators and teachers, with the total of 61.The research instrument was questionnaire regarding the teacher professional standards performance, based on The Teachers Council of Thailand. The statistics applied in data analysis were frequency, percentage, arithmetic mean, standard deviation, and and Analyze according to Best's concepts.</p> <p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;The findings of the research were as follows:</p> <p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 1. The teacher professional standards performance AT OMNOISOPHONCHANUPHATHUM, collectively and individually , was found at a high level : conduct themselves as role models for learners is the highest and systematically report on outcome of learners' quality development is lowest.</p> <p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;2. Guidelines for improving the performance in accordance with teacher's professional standards of Omnoisophonchanuphathum school found that encouraging teachers to seek knowledge for self-improvement. Create activities to activities by focus primarily on the benefits and results that occur to learners. Develop learner abilities by responding to their aptitude and skill. Create learning management plans, innovate, use quality teaching materials. Manage learning based on a person's differences. Organize learner quality development techniques. Being a role model, listen to learner’s opinions. Accept knowledge of other people's abilities. Collaborate to improve the work of educational institutions for the community. Search, observe the information to be used in organizing teaching and learning activities for self-improving and to prevent future problems.</p> Pattarawan Rodcharoen, sangaun Inrak Copyright (c) 2020 Journal of Educational Administration, Silpakorn University https://creativecommons.org/licenses/by-nc-nd/4.0 https://so02.tci-thaijo.org/index.php/EdAd/article/view/242321 Fri, 17 Jul 2020 00:00:00 +0700 DESIRABLE INSTUCTIONAL SUPERVISION GUIDELINES ENHANCING FOR TEACHER IN WATPROKJAROEN SCHOOL https://so02.tci-thaijo.org/index.php/EdAd/article/view/242139 <p>The purposes of this research were to&nbsp; indentify 1) desirable instuctional supervision in Watprokjaroen school, 2) guidelines for promoting teachers' supervision in Watprokjaroen School.The Research population were the teachers of Watprokjaroen School. The instrument for collecting the data were a 1) checklist of desirable instructional supervision in Watprokjaroen School on the concepts of Glickman Gordon, and Ross Gordon. 2) recording form for focus group discussion. The statistics used in this research were frequency, percentage and content analysis.</p> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The results of the research showed that</p> <ol> <li class="show">The desirable instructional supervision in Watprokjareon school was collaborative approach.</li> <li class="show">There were 10 guidelines for promoting instructional supervision in Watprokjaroen School : 1) clarifying the instructional problem, 2) listening teachers ’problem, 3) reflecting to the teacher, 4) presenting supervisor idea, 5) clarifying the teacher’ understanding, 6) problem solving, 7) encouraging by accepts there conflict, 8) fine the acceptable solution, 9) standardizing by making a commitment plan, 10) supervisors summarize guidelines and work plants that are acceptable to all parties.</li> </ol> Somjintana Saengthong, Prasert Intarak Copyright (c) 2020 Journal of Educational Administration, Silpakorn University https://creativecommons.org/licenses/by-nc-nd/4.0 https://so02.tci-thaijo.org/index.php/EdAd/article/view/242139 Fri, 17 Jul 2020 03:29:47 +0700 HAPPY WORKPLACE IN BAN KHAOANGKAEW SCHOOL https://so02.tci-thaijo.org/index.php/EdAd/article/view/242016 <p>The purpose of this research were to examine : 1) Happy workplace in&nbsp; Bankhaoangkaew school.&nbsp; 2) The strengthening guidelines for happy workplace in Bankhaoangkaew school. This research population were 12 teachers at Bankhaoangkaew school. The research instrument was a questionnaire about happy workplace based on the concept of Thai Health Promotion Foundation. The statistic applied in data analysis were arithmetic mean (µ) standard deviation (s) and content analysis.&nbsp;</p> <p>&nbsp;</p> <p>The result of this research were as follows:</p> <ol> <li class="show">Happy workplace in Ban Khaoangkaew School as a whole and individuals</li> </ol> <p>were at high level sorted by descending; Happy soul,&nbsp; Happy body, Happy family, Happy heart, Happy brain, Happy social, Happy relax and Happy money.</p> <ol start="2"> <li class="show">The guidelines for applying happy workplace in Ban khaoangkaew School</li> </ol> <p>were as follows: Happy body; Should eat healthy food and say no alcohol. Happy heart;&nbsp; should&nbsp; help each other and be cheerful.&nbsp; Happy relax; should have&nbsp; observe activities every year and join after school club. Happy brain; have supervision for knowledge sharing. Happy soul; should attend Buddhist Holidays and make a merit. Happy money; should save money and note Income and expense account. Happy family; should give more time for family to do activities such as make merit, take a trip.&nbsp; Happy social; should let teacher have interaction, work or do activities together.</p> นางสาวนันท์สินี ทวิสุวรรณ Copyright (c) 2020 Journal of Educational Administration, Silpakorn University https://creativecommons.org/licenses/by-nc-nd/4.0 https://so02.tci-thaijo.org/index.php/EdAd/article/view/242016 Fri, 17 Jul 2020 06:42:02 +0700 LEARNING ORGANIZATION IN MUENG NAKHONPATHOM NON-FORMAL AND INFORMAL EDUCATION CENTRE https://so02.tci-thaijo.org/index.php/EdAd/article/view/242419 <p>The objectives of this research were to know 1) learning organization of non-formal and informal education center, Amphur Mueang, Nakhon Pathom, and 2) to compare the being learning organization of non-formal and informal education center, Amphur Mueang, Nakhon Pathom classified by personal status. The samples in this study were 36 personnel from the non-Formal and informal education center, Amphur Mueang, Nakhon Pathom. The instruments used for data collection was a questionnaire. The data analysis was done by frequency, percentage, mean, standard deviation, T-test, F-Test and One-Way ANOVA at the statistical significance of 0.05. The results revealed : 1) that learning organization of non-formal and informal education center, Amphur Mueang, Nakhon Pathom in overall that the performance was at a high level. Moreover, with considering each aspect that the performance was found at the highest level in an aspect, systematic thinking. Furthermore, opinion was at a high level such as the shared vision, followed by team learning, mental model and personal mastery respectively, and 2) comparison of being learning organization of non-formal and informal education center, Amphur Mueang, Nakhon Pathom which were classified by personal status of personnel revealed that 2.1) being a learning organization which was classified by gender of different personnel. The results had different of performance with at the statistical significance of 0.05. 2.2) being a learning organization which was classified by different ages. There was no different in performance level. 2.3) being a learning organization which was classified by different ages. There was no difference in performance level 2.4) being a learning organization which was classified by different educational levels. There was no different in performance level. 2.5) being a learning organization which was classified by different positions. There was no difference in performance levels. 2.6) being a learning organization which was classified by working experiences in different current positions. There was no difference in performance level, and 2.7) being a learning organization which was classified by working experiences in different current locations. There was no different in performance level.</p> <p>&nbsp;</p> Pavinee Sunsap, Samrerng Onsampant Copyright (c) 2020 Journal of Educational Administration, Silpakorn University https://creativecommons.org/licenses/by-nc-nd/4.0 https://so02.tci-thaijo.org/index.php/EdAd/article/view/242419 Fri, 17 Jul 2020 06:48:25 +0700 THE EFFECT OF INSTRUCTIONAL MEDIA OF INLAY AND ONLAY RESTORATION OF THE TEETH AND RELATED STRUCTURES WITH FIXED PROSTHESES II OF FACULTY OF DENTISTRY, PRINCE OF SONGKLA UNIVERSITY https://so02.tci-thaijo.org/index.php/EdAd/article/view/240980 <p>The Objective of this study was to evaluate the effect of instruction media on inlay and onlay topic of Restoration of the teeth and related structures with fixed prostheses II course in forth year dental students, Faculty of Dentistry, Prince of Songkla University.</p> <p>Six years score of inlay and onlay topic in Restoration of the teeth and related structures with fixed prostheses II course on the academic year range 2013-2015 (before instruction media used; handout and slides) and the academic year range 2016-2018 (after instruction media used; plastic model and video) were collected. Mean score of before and after instruction media used were calculated. Independence t-test was used to compare the difference of mean score between before and after instruction media used (ɑ = 0.05).</p> <p>The results showed that mean score of before instruction media used was significantly lower than after instruction media used (p &lt; 0.05).</p> Boonlert Kukiattrakoon, Kirana Kantikosum, Saijai Tanthanuch Copyright (c) 2020 Journal of Educational Administration, Silpakorn University https://creativecommons.org/licenses/by-nc-nd/4.0 https://so02.tci-thaijo.org/index.php/EdAd/article/view/240980 Fri, 17 Jul 2020 06:57:19 +0700 FACTORS THAT AFFECT THE DECISION TO BUY A HOME ACCORDING TO THE PRACHARAT PROJECT OF THE PEOPLE IN SAMUTSAKHON PROVINCE https://so02.tci-thaijo.org/index.php/EdAd/article/view/241937 <p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; This research aimed to study: (1) Study the level of decision to buy a house in accordance with the policy of the Pracharath House Project of the people in Samut Sakhon Province (2) Study the marketing mix factors (7Ps) in the purchase of the Pracharath house of the people in Samut Sakhon province (3) Study the factors Marketing Mix (7Ps) in Buying a Government House Having a logical-effect relationship And the decision to buy a house in accordance with the Pracharath House Project policy of the people in Samut Sakhon Province The sample group used in the research was 154 people who bought a Pracharath house in Samut Sakhon province. Data were treated and analyzed by using descriptive and Inferential Statistics methods, which were percentage, mean, standard deviation, Chi-square test and Multiple Regression Analysis.</p> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Findings: (1) The decision to buy a house in accordance with the policy of the Pracharath House Project of the people in Samut Sakhon Province In overall and in each aspect, the decision was at a high level. (2) Services marketing mix factors (7Ps) in buying a Pracharath house Product side, price side, distribution side And the person who provides the service There is a logical relationship with the decision to buy a house in accordance with the policy of the Pracharat Ban project of the people in Samut Sakhon province. With a statistical significance of 0.001 in terms of physical characteristics There is a logical relationship with the decision to buy a house in accordance with the policy of the Pracharat Ban project of the people in Samut Sakhon province. With statistical significance at the 0.01 level and in the process aspect There is a rational relationship with the decision to buy a house in accordance with the policy of the Pracharath House Project of the people in Samut Sakhon Province. With statistical significance at the level of 0.05 (4) personal characteristics, such as occupation, have a relationship with the decision to buy a house in accordance with the policy of the Pracharath House Project of the people in Samut Sakhon Province With statistical significance at the level of 0.05 and the duration of living Is related to the decision to buy a house in accordance with the policy of the Pracharath House Project of the people in Samut Sakhon Province Statistical significance at 0.001 (5) personal characteristics of respondents. Most of them are female, aged 26-35 years, have completed secondary education / vocational certificate. General contractor Having a monthly income of not more than 15,000 baht and a period of living more than 1 year 6 months</p> phichyasuksai charoensuksai, Nittaya Sintao Copyright (c) 2020 Journal of Educational Administration, Silpakorn University https://creativecommons.org/licenses/by-nc-nd/4.0 https://so02.tci-thaijo.org/index.php/EdAd/article/view/241937 Fri, 17 Jul 2020 07:03:19 +0700 LESSON LEARNED IN THE BEST PRACTICES OF MENTOR FOR MOTIVATION OF PROFESSIONAL LEARNING COMMUNITY BY NRRU MODEL https://so02.tci-thaijo.org/index.php/EdAd/article/view/241328 <p>In 2019, five schools in Nakhon Ratchasima province, namely <em>Prachasamakkee School</em>, Municipal Five School (Pa Chitta Samakkhi Temple), Pak Chong Two School, Sikhio "Sawat Phadung Witthaya" School and Pongsiri Witthaya School have been&nbsp;<em>granted</em> the Professional Learning Community (PLC) activity funding <em>by </em>the Teacher’s council of Thailand (Khurusapha), Kenan Foundation Asia, and Chevron Thailand Exploration and Production Limited. The Faculty of Science and Technology, Nakhon Ratchasima Rajabhat University, which is a locally educational institution in Nakhon Ratchasima province, also attended this PLCs activity as a team for assessment, monitoring, and evaluation. From <em>lesson learned</em><em>,</em> the best practice that could be used as a guideline for mentor was “NRRU” model. Where N is a navigator who guides knowledge and process activities for PLC, the first R is a reflector who reflects and advises learning management plan and results obtained from teaching observations by dialogue, the second R is a relaxer who recommends to help teacher to <em>relax</em> and be happy in working and learning environment, and finally, U is an upgrader who elevates learning management of teachers and learners through modernization of their knowledge.<strong>&nbsp;&nbsp;&nbsp; </strong></p> Suwat Pabchanda Copyright (c) 2020 Journal of Educational Administration, Silpakorn University https://creativecommons.org/licenses/by-nc-nd/4.0 https://so02.tci-thaijo.org/index.php/EdAd/article/view/241328 Fri, 17 Jul 2020 07:07:14 +0700 INNOVATIVE LEARNING ORGANIZATION: FACTORS OF ORGANIZATION ADMINISTRATION IN NEW ERA https://so02.tci-thaijo.org/index.php/EdAd/article/view/243152 <p>Abstract</p> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; This article aims to present concepts related to learning organizations that are applied from the concepts of many expert of learning organizations such as Senge (1990), Garvin (1993), Marqaurdtz (1996) and others, integrated with the knowledge of innovative organizations of Tidd, Bessant and Pavitt(2001, 2009) who mentioned a modern innovation organization, combined and synthetic an innovative learning organization that can be applied to 10 &nbsp;factors which were 1) share vision and strategy 2) organizational structure and systems 3) learning and knowledge management 4) empowerment to personnel and expertise 5) innovation and information technology 6) communication systems and big data management 7) High involvement in innovation. 8) Systematic problem solving and experimenting with new innovations &nbsp;9) Leadership and decision making. 10) Effective team working.</p> Samrerng Onsampant Copyright (c) 2020 Journal of Educational Administration, Silpakorn University https://creativecommons.org/licenses/by-nc-nd/4.0 https://so02.tci-thaijo.org/index.php/EdAd/article/view/243152 Fri, 17 Jul 2020 00:00:00 +0700 Leadership: Theory & Practice https://so02.tci-thaijo.org/index.php/EdAd/article/view/243575 <p>-</p> Mattana Wangthanomsak Copyright (c) https://so02.tci-thaijo.org/index.php/EdAd/article/view/243575 Fri, 17 Jul 2020 00:00:00 +0700