Journal of Graduate School Sakon Nakhon Rajabhat University

SCHOOL ADMINISTRATORS’ LEADERSHIP IN THE 21ST CENTURY AFFECTING PERFORMANCE MOTIVATION OF TEACHERS UNDER NAKHON PHANOM PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

2024-04-26T13:23:17+07:00

The purposes of this research were 1) to examine and compare leadership in the 21st century of school administrators classified by status and school sizes; 2) to explore and compare the performance motivation of teachers, 3) to determine the relationship between school administrators’ leadership in the 21^st century and the teachers’ performance motivation, and 4) to identify the predictive power of school administrators’ leadership in the 21^st century affecting the performance motivation of teachers under Nakhon Phanom Primary Educational Service Area 1. The sample group, obtained through stratified random sampling, consisted of 28 administrators and 211 teachers, yielding a total of 239 participants. The sample size was also determined using the percent criterion. The research instruments comprised two sets of 5–level rating scale questionnaires: a questionnaire on school administrators’ leadership in the 21^st century with the Item–Objective Congruence (IOC) ranging from .60 to 1.00 and the item discrimination ranging from .55 to .76, and the reliability of .96, and a questionnaire on teachers’ performance motivation with the IOC ranging from .60 to 1.00, the item discrimination ranging from 56 to .80, and the reliability of .97. The statistics included percentage, mean, and standard deviation. Hypothesis testing used t–values (t–test for Independent Samples), One–way ANOVA, Pearson’s product–moment correlation analysis, and Stepwise multiple regression analysis.

The results found that:

1. The school administrators’ leadership in the 21^st century was overall at a high level. The comparison results revealed that when classified by both status and school sizes overall showed no differences.

2. The teachers’ performance motivation, in terms of both status and school sizes, overall showed no differences.

3. The school administrators’ leadership in the 21^st century and the teachers’ performance motivation demonstrated a positive relationship at a moderate level at the .01 level of significance.

4. The school administrators’ leadership in the 21^st century affected the teachers’ performance motivation under Nakhon Phanom Primary Educational Service Area Office 1. These four variables, including vision (X₁), communication (X₂), building network and community (X₃), and morals and ethics (X₄), could be predicted up to 32 percent.

DEVELOPMENT OF ANALYTICAL THINKING AND LEARNING ACHIEVEMENT OF PRATHOMSUKSA 6 STUDENTS ON THE UNIT OF ELECTRICAL FORCE AND ELECTRICAL POWER USING THE STAD COOPERATIVE LEARNING TECHNIQUE WITH CONCEPT MAPPING

2024-04-26T09:08:24+07:00

The purposes of this research were 1) to develop and determine the efficiency of the lesson plans based on the STAD cooperative learning technique with a concept mapping on the unit of Electric Force and Electric Power for Prathomsuksa 6 students to meet the criteria set of 80/80, 2) to examine and compare students’ analytical thinking before and after the intervention, 3) to compare students’ learning achievement before and after the intervention, and 4) to explore students’ satisfaction toward the developed learning management. The samples, obtained through cluster random sampling, consisted of 21 Prathomsuksa 6 students during the second semester of the 2022 academic year studying at Banlaothawon School under Buengkan Primary Educational Service Area Office. The instruments included lesson plans based on the STAD cooperative learning technique with concept mapping, an analytical thinking test, a learning achievement test, and a satisfaction questionnaire. The statistics for data analysis included percentage, mean, standard deviation, and t–test for Dependent Samples.

The research results found that:

1. The lesson plans based on the STAD cooperative learning technique with concept mapping for Prathomsuksa 6 students had an efficiency of 81.95/82.06, which was higher than the set criteria of 80/80.

2. The students’ analytical thinking was 51.59 percent before the intervention and increased to 81.27 percent after the intervention. The post–intervention mean score was higher than before at the .01 level of significance.

3. The students’ learning achievement after the intervention was significantly higher than before at the .01 level of significance.

4. The students’ satisfaction with the developed learning management was at the highest level ( = 4.84, S.D. = 0.37).

ADMINISTRATIVE FACTORS AFFECTING SCHOOL EFFICIENCY UNDER THE SECONDARY EDUCATIONAL SERVICE OFFICE NAKHON PHANOM

2024-05-19T08:46:40+07:00

The research aimed to study administrative factors affecting school efficiency under the Secondary Educational Service Area Office Nakhon Phanom. The sample group, obtained through a multi–stage random sampling, consisted of 325 participants, including school administrators and teachers working under the Secondary Educational Service Area Office Nakhon Phanom. The sample was also determined by a Krejcie and Morgan table. The research instrument included a set of 5–rating scale questionnaires: a questionnaire on administrative factors affecting school efficiency, with a content validity index ranging from 0.60 to 1.00, the discrimination power index ranging from 0.37 to 0.87, and the reliability of 0.99, and a questionnaire on school efficiency with a content validity index ranging from 0.80 to 1.00, the discrimination power index ranging from 0.36 to 0.81, and the reliability of 0.98. Statistics for data analysis were frequency, percentage, mean, and standard deviation, Pearson’s product–moment correlation coefficient, and Stepwise multiple regression analysis.

The findings were as follows.

1. The administrative factors in schools were overall at a high level.

2. The school efficiency was overall at a high level.

3. The relationship between administrative factors and school efficiency demonstrated a highly positive relationship (r_xy = .89), with the .01 level of significance.

4. The administrative factors regarding teachers’ performance motivation, budget, and Information Technology affected the school efficiency at the .01 level of significance, while personnel development and organizational atmosphere and culture influenced the effectiveness of school administration at the .05 level of significance, with the predictive power of 83.40 percent. The predictive equation could be written in the form of raw and standardized scores:

Y= .129+.128 (X₃)+.199 (X₅)+.094 (X₆)+.279 (X₇)+ 265 (X₈).

Z_Y= .126 (Z₃)+.209 (Z₅)+.095 (Z₆)+.274 (Z₇)+.280 (Z₈)

5. The guidelines for developing the administrative factors that affected the school efficiency in schools under the Secondary Educational Service Area Office Nakhon Phanom involved five aspects: 1) Personnel Development, 2) Information Technology, 3) Organizational Atmosphere and Culture, 4) Budget, and 5) Teacher Performance Motivation.

SAFETY ENHANCEMENT IN SCHOOLS UNDER NAKHON PHANOM PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

2024-04-29T09:01:53+07:00

The purposes of this study were 1) to examine the current and desired conditions for school safety enhancement, and 2) to assess the needs for school safety enhancement. The sample consisted of 112 school administrators and 166 teachers, yielding a total of 278 participants, obtained through stratified random sampling. The percentage criteria were also employed for sample determination. The study employed a set of 5–rating scale questionnaires for data collection: 1) a questionnaire on the current condition of school safety enhancement, with the Index of item Congruence (IOC) between .60 and 1.0, the discrimination power ranging from .32 to .83, and the reliability of .97, and 2) a questionnaire on the desirable condition of school safety enhancement, with the IOC between .60 and 1.0, the discrimination power ranging from .31 to .89 and the reliability of .98. The statistics employed were percentage, mean, standard deviation, and the Modified Priority Needs Index (PNI_modified).

The results revealed that:

1. The current and desirable conditions for school safety enhancement were overall at a high level and the highest level, respectively.

2. The need assessment for school safety enhancement ranked the aspects from highest to lowest as follows: Use of Violence, Personnel and Management, Accidents and Disasters, Social Media Literacy, and Building.

ADMINISTRATIVE FACTORS AFFECTING THE ENTREPRENEURSHIP OF STUDENTS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE NAKHON PHANOM

2024-04-25T10:19:13+07:00

The purposes of this research were 1) to examine and compare school administrative factors, classified by status and school sizes, 2) to identify and compare the students’ entrepreneurship, classified by status and school sizes, 3) to determine the relationship between administrative factors and the students’ entrepreneurship, and 4) to identify the predictive power of administrative factors affecting the students’ entrepreneurship under the Secondary Educational Service Area Office Nakhon Phanom. The sample consisted of 259 participants, including 34 school administrators and 225 teachers, obtained through stratified random sampling. The research instruments included two sets of 5–rating scale questionnaires: 1) a set of questionnaires on administrative factors of school administrators with the Index of item Congruence (IOC) between .80 and 1.00, the discrimination power ranging from .33 to .72, and the reliability of .92; and 2) a set of questionnaires on students’ entrepreneurship, with the Index of item Congruence (IOC) from .80 to 1.00, the discrimination power ranging from .34 to .84, and the reliability of .95. The statistics employed were percentage, mean, standard deviation, t–test for Independent Samples, One–Way ANOVA, and Stepwise multiple regression analysis.

The research results revealed that

1. The administrative factors in schools were overall at a high level. In comparison, administrative factors, classified by status and school sizes, were overall at the .01 level of significance.

2. The students’ entrepreneurship was overall at a high level. In comparison, overall, the students’ entrepreneurship, classified by status showed differences. However, differences were observed in school sizes at the .01 level of significance.

3. The relationship between administrative factors affecting the students’ entrepreneurship was overall at a quite high level. The four variables of administrative factors affecting the students’ entrepreneurship under the Secondary Educational Service Area Office Nakhon Phanom consisted of Administrative Policy (X₁), Teachers (X₂), Budget (X₇), and Environment (X₆). These variables could be predicted up to 58 percent. The equation could be written in a format of raw and standardized scores as follows:

Y' = 1.99 + .22 X₁ + .15 X₂+ .08 X₇ + .08 X₆

Zy' = .37 Z₁ + .27 Z₂+ .16 Z₇ + .15 Z₆

GUIDELINES FOR DEVELOPING DIGITAL LITERACY OF TEACHERS IN SCHOOLS UNDER NAKHON PHANOM PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

2024-04-26T09:34:29+07:00

The purposes of this research were 1) to examine the current and desirable conditions of teachers’ digital literacy, 2) to assess the needs for teachers’ digital literacy, 3) to establish guidelines for developing digital literacy of teachers in schools under Nakhon Phanom Primary Educational Service Area Office 1, and 4) to assess the appropriateness and feasibility of guidelines for developing digital literacy of teachers in schools under Nakhon Phanom Primary Educational Service Area Office 1. The sample group consisted of 351 teachers working in schools under Nakhon Phanom Primary Educational Service Area Office 1, obtained through multi–stage random sampling. The research instruments included a set of questionnaires, an interview form, and appropriateness and feasibility assessment forms. The statistics included percentage, means, standard deviation, and a Modified Priority Needs Index (PNI_Modified).

The research results revealed that

1. The current condition of teachers’ digital literacy was overall at a high level and the highest level in terms of the desirable condition.

2. The needs were ranked for the first three aspects comprising: 1) creating content, digital media, and presentation media, 2) possessing a critical judgment in consuming digital media, and 3) possessing basic knowledge in using electronic devices.

3. The guidelines for developing digital literacy of teachers in schools under Nakhon Phanom Primary Educational Service Area Office 1 consisted of six aspects as follows: 1) creating digital content, digital media, and presentation media, 2) understanding the digital environment, 3) possessing a critical judgment in consuming digital media, 4) possessing basic knowledge in using electronic devices, 5) accessing digital technology effectively, and 6) using digital technology with reliability and safety.

4. The evaluation of the guidelines for developing digital literacy of teachers in schools under Nakhon Phanom Primary Educational Service Area Office 1 revealed that the appropriateness and feasibility were at the highest level.

THE SURVEY ON BEHAVIORS AND LEARNING PROBLEMS OF BUSINESS CHINESE MAJOR STUDENTS IN ONLINE COURSES AT KRIRK UNIVERSITY

2024-04-28T12:08:24+07:00

The purposes of this research were 1) to survey the behaviors and learning problems of Business Chinese Major Students in online courses at Kirk University, and 2) to propose guidelines for improving the teaching and learning process. Data were collected from 35 undergraduate students majoring in Business Chinese, spanning the first to fourth year, and seven lecturers teaching online courses at Kirk University through a set of questionnaires and interview forms. The data were analyzed by percentage, average, and standard deviation.

The research results revealed that:

1. Most students used their mobile phones to study from their places or condominiums. The mobile application they most frequently used was VooV Meeting;

2. The students encountered challenges in studying online courses at an overall medium level ( = 2.64). Personal problems reached at the highest level of challenges ( = 2.91), followed by learning problems ( = 2.79), learning support problems ( = 2.68), and environmental problems ( = 2.19), respectively;

3. The lecturers employed both inductive and deductive methods. The researcher has also proposed solutions to address learning problems as follows: 1) Individual Level: Students are encouraged to consult with teachers or establish class agreements regarding learning schedules, and time management, and create suitable self–learning schedules; 2) Learning: Teachers should provide various channels, such as Line, WeChat, Facebook, or telephone number, to facilitate communication with students; 3) Environment: Teachers must prepare appropriate study environment–well–ventilated, quiet, and free from noises, to enhance learning effectiveness of learners; and 4) Learning Tool Support: Before classes begin, learners should find a suitable study location with a stable internet connection or a strong Internet network.

THE RELATIONSHIP BETWEEN TRANSFORMATIONAL LEADERSHIP OF ADMINISTRATORS AND SCHOOL CURRICULUM MANAGEMENT AT THE BASIC EDUCATION LEVEL OF THE DISTRICT LEARNING PROMOTION CENTERS

2024-06-17T15:17:23+07:00

This research aimed to examine the relationship between the transformational leadership of administrators and school curriculum management at the basic education level of District Learning Promotion Centers. The sample consisted of 378 teachers from these centers, determined using Weiers' (2005) formula and selected through multi–stage random sampling based on the geographic location criterion, resulting in 293 respondents (77.51%). Research instruments included a set of questionnaires on transformational leadership of administrators, with the discrimination power ranging from 0.914 to 0.955, and the reliability of 0.975, and a set of questionnaires on school curriculum management, with the discrimination power ranging from 0.692 to 0.876, and the reliability of 0.952. Data were analyzed using mean, standard deviation, and Pearson’s product–moment correlation coefficient.

Results indicated a significant positive correlation (r = 0.785, p < .01) between administrators' transformational leadership and school curriculum management. The highest positive relationship to curriculum management was found with individualized consideration, followed by intellectual stimulation, inspirational motivation, and idealized influence.

THE GUIDELINES FOR DEVELOPING TEACHERS IN LEARNING MANAGEMENT USING PROFESSIONAL LEARNING COMMUNITY PROCESS IN SCHOOLS UNDER SAKON NAKHON PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

2024-05-19T15:06:24+07:00

The objectives of this research were to 1) examine the current and desired conditions for developing teachers in learning management using the professional learning community (PLC) process; 2) assess the needs for developing teachers in learning management using the PLC process in schools; 3) develop guidelines for developing teachers in learning management using the PLC process in schools; and 4) Evaluate the appropriateness and feasibility of the developed guidelines. The sample group consisted of 64 school administrators and 275 teachers, totaling 339 participants. The tools included a set of questionnaires, interview forms, and appropriateness and feasibility assessment forms. The sample size was determined using percentage criteria and obtained by simple random sampling. Statistics included percentage, mean, and standard deviation, and Modified Priority Needs Index (PNI_Modified)

The results of the research found that:

1. The current and desired conditions of teacher development in learning management using the PLC process in schools were overall at a high level.

2. The needs for teacher development in learning management using the PLC process in schools were prioritized from highest to lowest as follows: learning and professional development, support and shared leadership, cooperation and empowerment of professional community members, a friendly community in line with Thai traditions, and shared values and vision.

3. The evaluation of the guidelines for teacher development in learning management using the PLC process in schools indicated that they were overall appropriate and feasible at the highest level.

STRATEGIC MANAGEMENT OF ADMINISTRATORS AFFECTING THE EFFECTIVENESS OF SCHOOLS UNDER SAKON NAKHON PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

2024-05-07T16:21:37+07:00

The purposes of this research were 1) to examine the components of strategic management of school administrators, 2) to identify the level of school strategic management, 3) to identify the level of school effectiveness, 4) to determine the relationship between the components of administrators’ strategic management and the school effectiveness, 5) to examine the predictive power of the components of administrators' strategic management that affected the school effectiveness, and 6) to establish guidelines for developing administrators’ strategic management that affected the school effectiveness. The sample group, obtained through multi–stage random sampling, consisted of 412 participants, including school administrators and teachers in schools under Sakon Nakhon Primary Educational Service Area 3, in the academic year 2023. The research instrument included a set of 5–point Likert scale questionnaires: a questionnaire on strategic management of school administrators, with the discrimination power ranging from 0.49 to 0.90, and the reliability of 0.98, and 2) a questionnaire on the school effectiveness, with the discrimination power ranging from 0.49 to 0.85, and the reliability of 0.99. Statistics for data analysis included frequency, percentage, mean, standard deviation, Pearson's product–moment correlation coefficient, and Stepwise multiple regression analysis.

The results revealed that:

1. The components of strategic management for school administrators comprised five components: environmental analysis, organizational direction formulation, strategic planning, strategic plans for implementation, and strategic evaluation and control. Experts agreed that all five components were highly appropriate overall.

2. The strategic management of administrators was rated at the highest level.

3. The school effectiveness was rated at the highest level.

4. There was a positive correlation at the .01 level of significance between the strategic management of administrators and the school effectiveness.

5. The components of strategic management of administrators that significantly predicted the effectiveness of schools under Sakon Nakhon Primary Educational Service Area Office 3 at the .01 level of significance included strategic implementation and strategic evaluation and control, with the predictive power of 58 percent and a standard error of 0.22. The predictive equation in raw and standardized scores could be written as Y^/ = 1.83 + .36X₄ + .24X₅, and Z^/_y = .53Z₄ + .29Z₅.

6. The guidelines for developing strategic management of administrators affecting the effectiveness of schools under Sakon Nakhon Primary Educational Service Area Office 3 consisted of two aspects: strategic plans for implementation with 14 approaches and strategic evaluation and control with 12 approaches.

DEVELOPMENT OF LEARNING ACTIVITIES USING POLYA’S PROBLEM–SOLVING PROCESS COMBINED WITH ARTIFICIAL INTELLIGENCE APPLICATIONS TO ENHANCE THE ABILITY TO SOLVE MATHEMATICAL PROBLEMS ON A SYSTEM OF LINEAR EQUATIONS IN TWO VARIABLES FOR MATHAYOMSUKSA 3 STUDENTS

2024-06-30T09:27:58+07:00

This action research aimed to investigate guidelines and outcomes of a learning activity management based on Polya's problem–solving process integrated with artificial intelligence (AI) applications to enhance the mathematical problem–solving ability on a system of two linear equations. The research participants consisted of 36 Mathayomsuksa 3 students from a school in Uttaradit Province, Thailand. The research instruments included lesson plans, worksheets, reflection forms, and a mathematical problem–solving ability test. The data analysis was conducted using relative gain scores and content analysis.

The research results revealed that:

1. The proposed guidelines for managing learning activities included three aspects: 1) selecting AI applications suitable for each step of the mathematical problem–solving process; 2) designing activities that promote group work, using questions to stimulate reasoning and discussion, and collaboratively designing AI applications to enhance mathematical process skills; and 3) Gradually withdrawing AI application support to transfer problem–solving abilities, encouraging students to solve problems independently.

2. The students demonstrated the greatest improvement in their problem–solving ability in terms of thinking and transforming problems, with a relatively gained score of 79.17. Improvements were also observed in their utilization, reasoning, and interpretation, with average relative gain scores of 56.86,42.52 and 32.96 respectively.