Journal of Graduate School Sakon Nakhon Rajabhat University

THE MODEL OF PUBLIC RELATIONS ADMINISTRATION IN SCHOOLS IN THE NEW NORMAL ERA UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE LOEI–NONG BUA LAM PHU

2024-03-06T09:29:16+07:00

The purposes of this research were 1) to examine the current and desirable conditions, and need for public relations (PR) administration in schools in the new normal era, 2) to develop the model for PR administration in schools in the new normal era, and 3) to assess the model of PR administration in schools in the new normal era. The research was divided into three phases: Phase 1 investigated the current and desirable conditions, as well as the needs of 311 school administrators and teachers, selected using Krejcie & Morgan’s table and stratified random sampling, with questionnaires as the research tool. Phase 2 developed the model of PR administration in schools in the new normal era, with two stages: Stage 1 was a multi–case study using semi–structured interviews with a target group of three school administrators. Stage 2 was a focus group discussion with nine experts for data confirmation, using a focus group recording form as a research tool. Phase 3 was a model assessment by five experts, using a form of assessing the developed model. Statistics for quantitative data analysis included mean, mean, standard deviation, and Modified Priority Needs Index (PNI_Modified). Qualitative data were analyzed using the content analysis method.

The results revealed that: current conditions were overall at a high level, while desirable conditions were overall at the highest level. The need in terms of gathering feedback was ranked as the highest priority The components of the developed model consisted of six aspects: 1) title, 2) principles, 3) objectives, 4) six approaches, including information inquiries, school PR planning, PR communication, PR action, and monitoring and evaluation, 5) success conditions, and 6) evaluation methods. The evaluation results from the developed model were rated at a high level, in descending order: utility, feasibility, and propriety.

DEVELOPMENT GUIDELINES BASED ON UPRIGHT SCHOOL MANAGEMENT STANDARDS FOR SCHOOLS UNDER MUKDAHAN PRIMARY EDUCATIONAL SERVICE AREA OFFICE

2024-03-06T09:35:16+07:00

The research objectives aimed to 1) examine the current and desirable conditions of development guidelines based on upright school management standards, 2) assess the need for establishing these development guidelines, 3) enhance the development guidelines based on upright school management standards, and 4) evaluate the appropriateness and feasibility of the development guidelines based on upright school management standards in schools under Primary Educational Service Area Office Mukdahan. The sample consisted of 47 school administrators and 258 teachers, totaling 305 participants. The tools included a set of questionnaires, interview forms, and assessment forms for evaluating appropriateness and feasibility. The sample size was determined through simple random sampling using specified percentage criteria. Statistics used in the data analysis were percentage, mean, standard deviation, and Priority Needs Index. (PNI_Modified).

The results revealed that: 1) The current conditions of upright school management standards were overall at a high level, while the desirable conditions were overall at the highest level; 2) The needs for upright school management standards were rated higher than the overall values in three areas, including personnel administration, general administration, and outcomes and success images; 3) The development guidelines are proposed covering (1) Academic Affairs Administration. Schools should define objectives, enhance and revise school curricula, establish measurement and evaluation processes, and cultivate the five characteristics of students in upright schools, (2) Budget Administration. Schools should manage income and expenses while considering value and maximizing benefits following the regulations, (3) Personnel Management. Schools should recruit, select, and hire individuals appropriately while recognizing, praising, and publicizing the contributions of school personnel, (4) General Administration. Schools should provide facilities, including buildings and opportunities for personnel, parents, and the community to participate in supervising, monitoring, and inspecting the school operations, (5) Outcomes and Success Images. Schools should achieve outcomes from the development of administrators, teachers, students, and schools themselves, along with evaluating morality and transparency in school operations based on the characteristics of upright schools, and 4) the evaluation results of the development guidelines based on upright school management standards were overall appropriate at the highest level and demonstrating a high level of possibility.

DEVELOPMENT OF BLENDED LEARNING MANAGEMENT PROCESS WITH PHONICS TEACHING METHOD TO ENHANCE ENGLISH PRONUNCIATION SKILLS FOR PRATHOMSUKSA 3 STUDENTS

2024-03-28T13:34:04+07:00

This research aimed 1) to examine the elements of the blended learning management process and the phonics teaching method, 2) to develop and evaluate the efficiency of the blended learning management process with the phonics teaching method, and 3) to evaluate the effectiveness of the developed learning management process for enhancing English pronunciation skills of Prathomsuksa 3 students. The research and development approach (R&D) was employed. The sample, obtained through cluster sampling, consisted of 35 Prathomsuksa 3 students in the 2023 semester at Ban Pak Pa Ya School under Primary Educational Service Area Office 1 Nakhon Si Thammarat. Data collection tools included a document analysis form, an assessment form of English phonics pronunciation skills, and a satisfaction assessment form. The data were analyzed by content analysis, percentage, mean, standard deviation, and t–test for Dependent Samples.

The research results showed that:

1. The blended learning management process comprised five components: 1) online learning, 2) offline learning, 3) student participation, 4)evaluation, and 5) media and equipment. The phonics teaching method involved four steps: Step 1 learning consonant and vowel sounds, Step 2 practicing oral blending of sounds to form words, Step 3 segmenting words into individual sounds and learning common exception words, along with their meanings, and Step 4 focusing on pronunciation and understanding the meaning of words.

2. The blended learning process integrated with the phonics teaching method consisted of five steps: Step 1: knowledge reviews. Step 2: learning consonants and vowel sounds. Step 3: Practice blending sounds. Step 4: segmenting words into individual sounds. Step 5: measurement and evaluation. The developed learning process achieved the E1/E2 efficiency of 77.71/75.23.

3. The effectiveness after the intervention revealed that:

3.1 The students’ learning achievement was significantly higher than before the intervention with a statistical significance level of .05.

3.2 The students’ English pronunciation after the intervention was significantly higher than that before the intervention at the .05 level of significance.

3.3 Students’ satisfaction with the developed learning process was overall at a high level.

DEVELOPMENT OF FLIPPED CLASSROOM LEARNING PROCESS WITH ENGLISH READING STRATEGY TO ENHANCE READING COMPREHENSION FOR PRATHOMSUKSA 6 STUDENTS

2024-03-28T13:37:09+07:00

This research aimed to 1) study the components of the learning management process of Flipped Classroom with reading strategy learning management, 2) develop and evaluate the efficiency of the Flipped Classroom with reading strategy learning management, and 3) evaluate the effectiveness of the learning process development of Flipped Classroom with reading strategy learning management. The research method was research and development. The sample groups consisted of 30 grade 6 students at Ban Klong Din School under the Office of Nakhon Si Thammarat Primary Educational Service Area 1 in 2023 semester, selected by cluster random sampling. The research tools were document analysis forms, English achievement test, reading comprehension ability test and a satisfaction assessment form. The data were analyzed by content analysis, percentage, mean, standard deviation, and Dependent Samples t-test

The research results showed that:

1. The Components of the Flipped Classroom learning process are divided into 6 elements 1) setting strategies to increase experience, 2) clearly setting learning objectives, 3) creating students' own knowledge, 4) setting content and workload, 5) creating classroom activities, and 6) Applying knowledge. The learning management process of flipped classroom consisted of 4 steps: 1) introducing the learning process, 2) studying content through online media, 3) learning activities in class, and 4) evaluating academic results. English reading strategies consisted of 5 strategies: 1) predicting events, 2) asking questions, 3) ordering events, 4) summary, and 5) monitoring reading comprehension results.

2. The results found that efficiency of the learning management process, the elements of the learning management process and procedures of Flipped Classroom with reading strategy learning management to enhance reading comprehension were consisted of 4 steps: 1) Introducing the learning process 1.1) Predicting events , 2) Studying content through online media 2.1) Asking questions 3) Learning activities in class 3.1) Understanding 3.2) Monitoring 3.3) Summary of main points 4) Post-study evaluation step. The efficiency of the learning management process (E1/E2) was 78.33/76.67

3. The result of effectiveness of using the learning management process, elements of the learning management process and procedures of Flipped Classroom with reading strategy learning management to enhance reading comprehension were as follows:

3.1 English learning achievement of Grade 6 students after learning was significantly higher than before at the .05 level.

3.2 English reading comprehension ability after learning was significantly higher than before at the .05 level.

3.3 The satisfaction of the student was at a high level.

A NEEDS ASSESSMENT FOR PROMOTING ANALYTICAL THINKING SKILLS OF EARLY CHILDHOOD CHILDREN IN SCHOOLS UNDER PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1 SAKON NAKHON

2023-12-19T16:31:41+07:00

The objectives of this research were to 1) examine the components of analytical thinking skills of early childhood children in schools under Primary Educational Service Area Office 1 Sakon Nakhon, 2) explore current and expected conditions of analytical thinking skills of early childhood children, 3) assess the need for promoting analytical thinking skills of early childhood children, and 4) establish guidelines for promoting analytical thinking skills of early childhood children in schools Primary Educational Service Area Office 1 Sakon Nakhon. The sample, obtained through multi–stage random sampling, included 191 early childhood teachers in schools under Primary Educational Service Area Office 1 Sakon Nakhon, during the 2022 academic year. The research instrument was a set of 5–level rating scale questionnaires, which demonstrated an Index of item objective congruence (IOC) in terms of current situations ranging from 0.60 to 1.00, discriminative power from 0.54 to 0.86, with a reliability of 0.97. The expected conditions also had an IOC ranging from 0.60 to 1.00, discriminative power values ranging from 0.55 to 0.82, with a reliability of 0.97, and a set of questionnaires assessing the development guidelines. Statistics for data analysis included frequency, percentage, mean, standard deviation, Priority Needs Index (PNI_modified), and confirmatory factor analysis.

The research results indicated that 1) the analytical thinking skills of early childhood children consisted of three components: categorization, classification, and comparison, each of which was appropriate at the highest level. The model for measuring the analytical thinking skills of early childhood children was consistent with the empirical data (𝑥² = 0.00, df = 0, p–value = 1.00, GFI = 1.00, AGFI = 1.00, RMR = 0.00, RMSEA = 0.00). Component weights ranging from 0.89 to 0.94 showed differences at the .01 level of significance, with comparison being the most weighted component, followed by classification and categorization, respectively; 2) The current conditions of analytical thinking skills of early childhood children were overall at a high level, while the expected conditions were overall at the highest level; 3) The need assessment on promoting analytical thinking skills in early childhood revealed an overall PNI_modified value of 0.118. When ranking each aspect from highest to lowest needs index values, comparison ranked first (PNI_modified = 0.138), followed by categorization (PNI_modified = 0.117), and classification (PNI_modified = 0.099, and 4) The guidelines for promoting analytical thinking skills in early childhood children focused on the comparison aspect, which had the three highest importance index values: identify differences in smells, comparing items with similar sounds, and distinguishing between sounds of different objects.

THE DIGITAL LEADERSHIP OF ADMINISTRATORS AFFECTING THE OPERATION BASED ON THE VOCATIONAL EDUCATION STANDARDS OF EDUCATIONAL INSTITUTES UNDER THE VOCATIONAL EDUCATION INSTITUTES IN CENTRAL REGION 1, THE OFFICE OF THE VOCATIONAL EDUCATION COMMISSION

2024-04-02T09:14:48+07:00

The objectives of this research were 1) to investigate the level of digital leadership among educational institute administrators, 2) to assess the operational level compliance with vocational education standards in educational institutes, and 3) to examine the digital leadership of administrators affecting operations based on vocational education standards among educational institutes under Vocational Education Institutes in Central Region 1, the Office of the Vocational Education Commission, during the 2023 academic year. The research sample consisted of administrators and teachers in five educational institutes under Vocational Education Institutes in Central Region 1, during the 2023 academic year, totaling 357 individuals. The sample size was determined using Krejcie and Morgan's table, employing a multi-stage random sampling method. The research tool was a set of 5-level rating scale questionnaires, with a reliability of 0.99. Statistical analysis involved mean, percentage, standard deviation, and Stepwise multiple regression analysis.

The research findings are as follows:

1. The digital leadership among educational institute administrators in all five dimensions was overall at a high average. The average values were ranked in descending order: digital technology competency, digital technology vision, teacher development in digital technology, support for digital technology utilization, and digital culture cultivation.

2. The operations aligned with vocational education standards across all five dimensions were rated at a high overall average. The dimensions, ranked in descending order of average values, were as follows: students and graduates, teachers and educational institute administrators, stakeholder participation, curricula and instructional management, and foundational factors.

3. The digital leadership of educational institute administrators significantly influenced operations compliance with vocational education standards for educational institutes under Vocational Education Institutes in Central Region, the Office of the Vocational Education Commission. The impact was evident in the following order: digital technology vision, creation of digital culture, teacher development in digital technology, digital technology competency, and support for digital technology utilization. The predictive efficiency of this impact was 88.70%.

The regression equation could be written in the raw and standard scores as follows:

_tot = 0.406 + 0.155(x₃) + 0.166(x₂) + 0.194(x₅) + 0.224(x₁) + 0.170(x₄)

_tot = 0.172(z₃) + 0.186(z₂) + 0.221(z₅) + 0.234(z₁) + 0.194(z₄)

NEEDS ASSESSMENT ON THE DEVELOPMENT OF COLLABORATIVE LEADERSHIP OF ADMINISTRATORS IN SCHOOLS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE NAKHON PHANOM

2023-12-19T16:08:35+07:00

The purpose of this research was to assess the need for collaborative leadership development of school administrators under the Secondary Educational Service Area Office Nakhon Phanom. The sample, obtained through multi–stage random sampling, comprised 317 participants. The instruments for data collection included a set of 5–rating scale questionnaires assessing current conditions, with the IOC value ranging from 0.80 to 1.00, the discriminative power from 0.51 to 0.91, the reliability of 0.99, and desirable conditions, with the IOC value ranging from 0.80 to 1.00, the discriminative power from 0.32 to 0.74, the reliability of 0.96, and a set of questionnaires assessing guidelines for developing collaborative leadership of school administrators. The statistics for data analysis were frequency, percentage, mean, standard deviation, Modified Priority Need Index (PNI_modified), and confirmatory component analysis.

The findings were as follows:

1. The collaborative leadership of administrators in schools under the Secondary Educational Service Area Office Nakhon Phanom consisted of five elements: 1) shared vision, 2) shared decision–making, 3) trust, 4) organizational commitment, and 5) relationship building. These components were rated at the highest level of appropriateness. The model measuring collaborative leadership of school administrators was congruent with the empirical data (𝑥² = 4.51, df = 3, p–value = 0.21, GFI = 0.99, AGFI = 0.97, RMR = 0.00, RMSEA = 0.04), which had a weight component ranging from 0.87 to 0.98 at the .01 level of significance. The variable with the highest weighted component was trust, followed by relationship building, organizational commitment, shared decision–making, and shared vision, respectively.

2. The current conditions of collaborative leadership of school administrators were overall at a high level, while the expected conditions were overall at the highest level.

3. The assessment results revealed the need for developing collaborative leadership among school administrators in terms of shared decision–making had the Modified Priority Need Index (PNI_modified) higher than the overall value (PNI_modified= 0.231), followed by relationship building (PNI_modified= 0.212), shared vision (PNI_modified= 0.195), trust (PNI_modified= 0.182), and organizational commitment (PNI_modified= 0.153).

4. The guidelines for developing collaborative leadership among school administrators comprised three aspects: 1) shared vision, comprising information and goal–setting, 2) relationship building, including communication skills and empathy skills, and 3) shared vision, encompassing the creation of a shared vision.

SKILLS OF SCHOOL ADMINISTRATORS IN THE 21ST CENTURY AFFECTING EDUCATIONAL RESOURCE MANAGEMENT IN SCHOOLS UNDER BUENG KAN PRIMARY EDUCATIONAL SERVICE AREA OFFICE

2024-03-29T10:01:13+07:00

The purposes of this research were 1) to compare school administrators’ skills in the 21^st century, classified by status and school sizes, 2) to compare educational resource management, classified by status and school sizes, 3) to determine the relationship between school administrators’ skills in the 21^st century and educational resource management, and 4) to identify the predictive power of school administrators’ skills in the 21^st century affecting educational resource management in schools under Bueng Kan Primary Educational Service Area Office. The sample consisted of 333 participants, comprising 31 school administrators and 302 teachers. The sample size was determined using a 15 percent criterion through stratified random sampling. The instruments included two sets of 5–rating scale questionnaires: 1) a set of questionnaires measuring school administrators’ skills in the 21^st century, with the Index of Item Congruence (IOC) ranging between .60 and 1.00, the discriminative power ranging from .53 to .86, and the reliability of .98; and 2) a set of questionnaires assessing school educational resource management, with the IOC ranging from .80 to 1.00, the discriminative power ranging between .59 and .87, and the reliability of .97. The statistics employed were percentage, mean, standard deviation, t–test (Independent Samples), one–way analysis of variance, Pearson's product–moment correlation coefficient, and Stepwise multiple regression analysis.

The results revealed that

1. The school administrators’ skills in the 21^st century were overall at a high level. In comparison, the overall classification by status showed differences at the .05 level of significance, while school sizes demonstrated at the .01 level of significance.

2. The educational resource management in schools was overall at a high level. In comparison, the overall educational resource management classified by status showed no differences, while school sizes demonstrated differences at the .01 level of significance.

3. The school administrators’ skills in the 21^st century and school educational resource management revealed a high positive correlation at the .01 level of significance.

4. The four variables of school administrators’ skills in the 21^st century that influenced educational resource management in schools under Bueng Kan Primary Educational Service Area Office were motivation enhancement (X₄), administration management (X₆), creativity (X₂), and teamwork (X₅), which jointly predicted up to 81 percent. The equation could be written the forecasting equation in raw scores and standard scores as follows:

Y' = .25 + .27X₄ +.27X₆ + .21X₂ + .18X₅

Zy' = .32Z₄+ .28Z₆+ .23Z₂ + .22Z₅

TRANSFORMATIONAL LEADERSHIP AFFECTING THE STUDENT ASSISTANCE SYSTEM IN SCHOOLS UNDER NAKHON PHANOM PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

2024-03-31T13:18:56+07:00

The objectives of this research were to 1) compare the transformational leadership of administrators, classified by status and school sizes; 2) compare the student assistance system, classified by status and school sizes, 3) determine the relationship between administrators' transformational leadership and the student assistance system in schools, and 4) identify the predictive power of administrators' transformational leadership with the school assistance system. The sample consisted of 70 administrators and 162 teachers, yielding a total of 232 participants. The sample size was determined using the percentage criteria through stratified random sampling. The research instrument comprised two sets of 5-level rating scale questionnaires, evaluating school administrators' transformational leadership, and the operation of the school's student assistance system. Both sets had an IOC of .80 to 1.00, and a reliability of .94, with discriminative power ranging from .43 to .75 for the transformative leadership questionnaire, and from .29 to .73 for the operation of the school's student assistance system questionnaire, respectively. Statistics included percentage, mean, and standard deviation. Hypothesis testing using t-test Independent Samples, one–way analysis of variance, Pearson’s product-moment correlation coefficient, and Stepwise multiple regression analysis.

The research results found that:

1. The transformational leadership of administrators, classified by participants’status and school sizes was rated at the highest level, overall with a significance level of .01.

2. The school's student assistance system was overall at the highest level, with no differences in terms of status, while significant differences were observed in school sizes at the .01 level.

3. The transformational leadership of administrators and the operation of the school's student assistance system had a positive relationship at the .01 level of significance.

4. The variables of transformational leadership affecting the school's student assistance system included intellectual stimulation (X₃), vision creation (X₅), Idealized influence (X₁), Individual consideration (X₄), and inspirational motivation (X₂). These variables together could predict 70 percent. The regression equation could be written in raw scores and standard scores as follows:

Y' = .431 + .324X₃ + .288X₅ + .287X₁ + .214X₄+ .192X₂

Zy' = .231Z₃ + .258Z₅ + .248Z₁ + .267Z₄ + .202Z₂

A STUDY OF THE RELATIONSHIP BETWEEN THE SUPER LEADERSHIP OF SCHOOL ADMINISTRATORS AND THE EFFECTIVENESS OF SCHOOLS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE LOEI–NONGBUA LAM PHU

2024-03-29T10:00:55+07:00

The objectives of this research were 1) to examine the level of super leadership of school administrators, 2) to explore the level of effectiveness of schools, and 3) to determine the relationship between the super leadership of school administrators and the effectiveness of schools under the Loei–Nongbua Lam Phu Secondary Educational Service Area Office. The sample consisted of 335 government teachers, selected through Krejcie and Morgan’s Table, and multi–stage random sampling. The instruments comprised sets of the 5–level rating scale questionnaires: 1) One was on a super leadership of school administrators, with the item objective congruence (IOC) at 1.00, an item discriminative power ranging from 0.434 to 0.760, and the reliability of 0.967; and 2) another was the effectiveness of schools, with the IOC at 1.00, item discriminative power ranging from 0.533 to 0.808, and the reliability of 0.954. Statistics for data analysis included mean, standard deviation, and Pearson's product–moment correlation coefficient.

The research findings showed that 1) the level of super leadership of school administrators was rated at a high level, considering each aspect arranged in descending order from high to low as follows: an exemplary of self–leadership, stimulation of personnel to create self–goal setting, promoting self–leaders through teamwork, creating positive thinking model, improving self–leader through rewarding and providing constructive criticism, facilitating to create a culture of self–leaders, and being self–leaders, 2) The level of effectiveness of schools was positive at a high level, including transforming and developing environmental resources both internally and externally, problem–solving within schools, improving students’ learning achievement, and developing students’ positive attitudes, and 3)The relationship between the super leadership of school administrators and the effectiveness of schools was at a high level in the positive direction (r = 0.847), with the .01 level of significance.