Journal of Graduate School Sakon Nakhon Rajabhat University

THE DEVELOPMENT OF THE PRIVATE SCHOOL MANAGEMENT MODEL TO THE HIGH–QUALITY SCHOOL IN THE NORTHEASTERN REGION

Pranorm Panjarak — 2026-06-30

The objectives of this research were to develop a private school management model for the high–quality schools in the Northeastern Region of Thailand. The research methodology was implemented in three phases. Phrase 1 involved examining the components and guidelines for private school management for achieving high–quality schools in the Northeastern Region of Thailand. This phrase comprised document synthesis, component analysis based on survey data collected from 146 participants, including directors and deputy directors of private schools in the Northeastern Region of Thailand, and interviews with six scholars. Phase 2 focused on developing and validating the private school management model for achieving high–quality schools in the Northeastern Region of Thailand. This phase employed a focus group discussion with nine scholars. Phase 3 consisted of evaluating the developed private school management model. The evaluation was conducted with 73 private school administrators and 20 directors of the Supervision, Monitoring, and Evaluation Division under the Provincial Education Office in the Northeastern Region of Thailand.

The findings indicated that the developed private school management model for achieving high–quality schools in the Northeastern Region of Thailand comprised five components: principles, objectives, management scope, management processes, and guidelines for evaluation management. The validation results demonstrated that scholars rated the model’s appropriateness at the highest level. Its feasibility and usefulness were rated at a high level and the highest level, respectively.

THE GUIDELINES FOR LEARNING RESOURCE MANAGEMENT OF SCHOOLS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE MAE HONG SON

Pattama Hanyos — 2026-06-30

This research aimed to 1) examine current and desired conditions, as well as the priority needs index; 2) establish guidelines; 3) validate the accuracy and appropriateness of the developed guidelines for learning resource management in schools under the Secondary Educational Service Area Office Mae Hong Son. The study population involved 226 participants, including school administrators and teachers from eight schools during the 2024 academic year. The target group comprised 11 scholars who provided data through interviews. An additional target group of nine scholars participated in verifying the accuracy and appropriateness of the research instruments. This research employed a mixed-methods approach. The data collection instruments included four types: a component synthesis form, questionnaires with Item–Objective Congruence (IOC) values ranging from 0.80 to 1.00, and a reliability coefficient of 0.94 for the current condition, and 0.98 for the desired condition, an interview form, and a focus group discussion record. Quantitative data were analyzed using percentage, mean, standard deviation, and the modified needs ranking index. Qualitative data were analyzed through content analysis, and the results were summarized and reported as a descriptive narrative.

The research findings revealed that: 1) the current condition was overall at a moderate level, whereas the desired condition was rated at the highest level. The Priority Needs Index (PNI) ranking, arranged in descending order, were as follows: policy formulation and planning for utilizing learning resources; learning resource management to facilitate learning; supervision, monitoring, and evaluation of learning resource utilization; and improvement of learning resource management, respectively. 2) The guidelines for learning resource management within schools were ranked based on the highest Priority Needs Index values in each aspect, as follows: (1) Schools should establish plans to appoint a committee responsible for surveying and disseminating information on learning resources. (2) Schools should clarify the benefits of using learning resources and support teachers in attending training programs to develop such resources. (3) Schools should promote the participation of all stakeholders in evaluation processes, and to summarize the results each semester. (4) Schools should analyze and prioritize problems, budget plans, timeline, and utilize information to support decision-making for continuous improvement. 3) The proposed guidelines for learning resource management within the schools, both overall and across individual aspects, were validated as accurate and appropriate, at a 100 percent.

GUIDELINES FOR DEVELOPING LEARNING SCHOOLS OF EDUCATIONAL INSTITUTIONS UNDER LOCAL ADMINISTRATIVE ORGANIZATIONS IN MAE HONG SON PROVINCE

Pimnipa Kumjing — 2026-06-30

This research aimed to: 1) determine the current and desired conditions, and the modified priority needs index, 2) establish guidelines for developing learning schools, and 3) verify the accuracy and appropriateness of the guidelines for developing learning schools. The sample group comprised 144 participants, including school administrators and teachers. The target group consisted of 11 scholars through interviews. Another target group of nine scholars was involved in verifying the accuracy and appropriateness of the developed guidelines. This research employed a mixed-methods approach. The data collection instruments comprised four types: a component synthesis form, a set of questionnaires with the Item–Objective Congruence (IOC) ranging from 0.80 to 1.00, with the reliability coefficient of 0.97 for the current condition, and 0.99 for the desired condition, an interview form, and a focus group discussion record. Quantitative data were analyzed using percentage, mean, standard deviation and the modified priority needs index. Qualitative data were analyzed using content analysis and summarized descriptively.

The research findings indicated that: 1) The current condition, both overall and in each aspect, was rated at a high level, and at the highest level for the desired condition. The modified priority needs index, overall, was ranked the top three needs in descending order as follows: Technology Utilization, Mental Models, and Personal Mastery. 2) The guidelines for developing learning schools based on the highest-ranked modified needs index in each aspect are proposed as follows: (1) Personal Mastery: Budget planning should be implemented to support staff participation in training, seminars, or study visits, along with individual development plans. (2) Mental Models: Personnel should be encouraged and supported to analyze their work systematically. (3) Shared Vision: Meetings should be held to plan and set clear goals for the shared vision of the educational institutions. (4) Team Learning: The educational institutions should foster a culture of mutual acceptance and respect. (5) Systems Thinking: Planning meetings should be conducted, along with the development of an operational manuals. (6) Technology Utilization: Modern technological equipment should be adequately provided for practical use. 3) The accuracy and appropriateness of the developed guidelines revealed that all aspects were overall accurate and appropriate, with a 100% approval rating.

THE GUIDELINES FOR DEVELOPING PROACTIVE BEHAVIORS OF SCHOOL ADMINISTRATORS IN MUEANG MAE HONG SON DISTRICT UNDER MAE HONG SON PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Apison Jomvong — 2026-06-30

The research objectives were: 1) to examine the current and desirable conditions, and the priority needs index for proactive work behaviors; 2) to establish guidelines for developing proactive work behaviors; and 3) to validate the accuracy and appropriateness of the proposed guidelines for developing proactive work behaviors among school administrators in Mueang Mae Hong Son District, under Mae Hong Son Primary Educational Service Area Office 1. The sample consisted of 181 government teachers in the 2024 academic year. The target groups comprised 11 scholars interviewed and nine scholars who verified the accuracy and appropriateness of the proposed guidelines. This research employed a mixed–methods approach and utilized four data collection instruments: component synthesis forms, questionnaires, interview forms, and focus group discussion records. Quantitative data were analyzed using descriptive statistics, including frequency, percentage, mean, standard deviation, and the Priority Needs Index (PNI). Qualitative data were analyzed through content analysis by categorizing or grouping data, summarizing consistent key points, and presenting the findings in a descriptive narrative form.

The research findings revealed that: 1) The current conditions were overall at a high level, while the desired conditions were overall at the highest level. The priority needs index indicated that "creative initiative" was the highest–priority aspect for further development. 2) The proposed guidelines for developing proactive work behaviors among school administrators, based on the top three components ranked by the modified priority needs index, are as follows: (1) Creative initiative should be enhanced through workshops, study visits, and the promotion of technology utilization in work processes; (2) Preventive problem–solving should emphasize awareness of the importance of problem prevention, foster collaborative networks, and incorporate annual reviews of operational plans; and (3) Expressing personal opinions should be supported through training in psychological principles, communication techniques and skills, along with supervision and follow–up and 3) The verification of the accuracy and appropriateness of the proposed development guidelines for proactive work behaviors indicated that all items were 100% accurate and appropriate.

THE DEVELOPMENT OF LEARNING ACHIEVEMENT AND CREATIVE WRITING ABILITIES USING LEARNING MANAGEMENT ACCORDING TO THE SYNECTICS TEACHING MODEL TOGETHER WITH MIND MAPS FOR PRATHOMSKSA 6 STUDENTS

Niramon Sainoi — 2026-06-30

This study aimed: 1) to compare the learning achievement of Prathomsuksa 6 students before and after receiving instruction using the synectics teaching model together with mind maps; 2) to compare the creative writing abilities of Prathomsuksa 6 students before and after the intervention; 3) to examine the learning behaviors of Prathomsuksa 6 students after the intervention; and 4) to explore the students' satisfaction with the developed learning management after the intervention. The research sample group consisted of 35 Prathomsuksa 6 students at Ban Huai Yang Mittraphap 35 School in the first semester of the 2024 academic year, selected by cluster random sampling. The research instruments included: (1) Thai language learning management plans based on the synectics teaching model together with mind maps for Prathomsuksa 6 students, with content validity ranging from 0.67 to 1.00; (2) a learning achievement test with a validity ranging from 0.67 to 1.00, a difficulty index ranging from 0.54 to 0.77, a discrimination index ranging from 0.23 to 0.74, and a reliability coefficient of 0.92; (3) a creative writing ability assessment with a validity ranging from 0.67 to 1.00, a difficulty index ranging from 0.69 to 0.77, a discrimination index ranging from 0.48 to 0.76, and a reliability coefficient of 0.84; (4) a learning behavior observation form with a validity of 1.00; and (5) a satisfaction questionnaire for Prathomsuksa 6 students regarding the developed learning management, with a validity ranging from 0.67 to 1.00. The statistical methods used in this study included mean, standard deviation, t-test for Dependent Samples, and content analysis.

The findings indicated that: 1) The learning achievement of Prathomsuksa 6 students after the intervention was significantly higher than that before the intervention at the 0.05 significance level. 2) The creative writing ability of Prathomsuksa 6 students after the intervention was significantly higher than that before the intervention at the 0.05 significance level. 3) The learning behaviors of Prathomsuksa 6 students after the intervention demonstrated increased enthusiasm and creativity. Consequently, they were able to generate new vocabulary and effectively incorporated it into their imaginative writing and 4) The satisfaction of Prathomsuksa 6 students was overall at the highest level (= 4.54, S.D. = 0.06) with the developed learning management.

CONTEXT–BASED LEARNING WITH GAMIFICATION TO DEVELOP CRITICAL THINKING AND PROBLEM SOLVING SKILLS ON WATER SOURCES AND THEIR UTILIZATION OF PRATHOMSUKSA 5 STUDENTS

Tossapon Pokong — 2026-06-30

This research aimed to examine the characteristics and outcomes of integrating context–based learning with gamification to enhance critical thinking and problem–solving skills concerning water sources and utilization. The participants were five Prathomsuksa 5 students from educational opportunity expansion schools located in Phitsanulok Province. The research used a three–cycle action research design. Data collection instruments included instructional lesson plans, reflective journals, critical thinking and problem–solving assessment forms, supplementary activity worksheets, and activity sheets. Data analysis was conducted using content analysis and percentage.

The findings were as follows: 1) The context–based learning integrated with gamification consisted of familiarizing learners with the situation; clearly emphasizing objectives, rules, and conditions for receiving rewards; verifying information sources; demonstrating the effective use of keywords for information retrieval; linking information through the use of font size, color coding, or symbols to support categorization, and consistently reviewing instructions for each activity and 2) The development of students' critical thinking and problem–solving skills were categorized into four elements: (1) effective reasoning, (2) systematic thinking, (3) critical thinking and decision–making, and (4) problem–solving. Overall, most elements showed improved evaluation scores at both the group and individual levels.

INQUIRY-BASED LEARNING MANAGEMENT INCORPORATING ARGUMENTATION TECHNIQUES WITH FAKE NEWS CONTEXTS TO DEVELOP COMPETENCY IN RESEARCHING, EVALUATING AND USING SCIENTIFIC INFORMATION FOR DECISION-MAKING AND ACTION IN DNA TECHNOLOGY AMONG MATHAYOMSUKSA 4 STUDENTS

Thani Khongtak — 2026-06-30

This classroom action research aimed to establish the guidelines and to examine the effects after the implementation of the inquiry-based learning management incorporating argumentation techniques with fake news contexts to develop competency in researching, evaluating and using scientific information for decision-making and action in DNA Technology. The target group consisted of 28 students in Mathayomsuksa 4 during the second semester of the 2024 academic year from a medium-sized school in Phichit Province. The research instruments included lesson plans, learning reflection forms, investigation reports, and assessment forms regarding competency in researching, evaluating and using scientific information for decision-making and action. Data were analyzed using content analysis, mean, and percentage.

The research results revealed that: 1) The guidelines for managing inquiry-based learning incorporating argumentation techniques in fake news contexts to develop competency in researching, evaluating and using scientific information for decision-making and action are proposed. This includes the use of fake news related to content and issues of public interest to encourage learners to researching information from credible sources to support their arguments. Subsequently, argumentation activities should be employed to facilitate the exchange of learning, synthesis of learning, and informed decision-making regarding disputed issues in fake news and 2) The development of competency in researching, evaluating and using scientific information for decision-making and action showed an overall improvement both during and after the learning process (from low to moderate levels).

TEACHER LEADERSHIP IN INSTRUCTIONAL MANAGEMENT AFFECTING THE EFFECTIVENESS OF ACADEMIC AFFAIRS ADMINISTRATION IN SCHOOLS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE NAKHON PHANOM

Sasithorn Matchaiken — 2026-06-30

The objectives of this research were to investigate teacher leadership in instructional management affecting the effectiveness of academic affairs administration in schools under the Secondary Educational Service Area Office Nakhon Phanom.The sample of this study included 358 participants, selected through multi-stage sampling technique. The instrument used for data collection was a 5-rating scale questionnaire, yielding a reliability coefficient of 0.98 for teacher leadership on instructional management, and 0.99 for the effectiveness of academic affairs administration. The statistics used for data analysis were percentage, mean, standard deviation, Pearson’s productmoment correlation coefficient and Stepwise multiple regression analysis.

The research results revealed that: 1) The teacher leadership in instructional management was overall at the highest level. 2) The effectiveness of academic affairs administration was overall at the highest level.3) The teacher leadership in instructional management and the effectiveness of academic affairs administration were positively correlated at the 0.01 level of significance. 4) The teacher leadership in instructional management could predict the effectiveness of academic affairs administration at the 0.05 level of significance in four aspects, namely school-based curriculum development (X₁), instructional management process (X₂), teachers as change leaders (X₃) and personal and peer development (X₄). These predictive equations could be in raw and standardized scores, respectively as follows:

Y^/= -.764 + .199(X₁) + .288(X₂) + .187(X₃) + .484(X₄)

Z^/_y= .170(Z^/₁) + .233(Z^/₂) + .149 (Z^/₃) + .436(Z^/₄)

And 5) The guidelines for developing teacher leadership in instructional management affecting the effectiveness of academic affairs administration comprise four aspects: school-based curriculum development, instructional management processes, teachers as change leaders, and self and peer development.

COMPETENCY OF SCHOOL ADMINISTRATORS AND WORK MOTIVATION OF TEACHERS UNDER YALA PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Waraporn Yingsaman — 2026-06-30

The research aimed to: 1) examine the level of school administrators’ competency, 2) explore the level of teachers’ work motivation, 3) compare school administrators’ competency, classified by gender, positions, work experience, and school sizes, 4) compare teachers’ work motivation, classified by gender, positions, work experience, and school sizes, and 5) determine the correlation between school administrators’ competency and teachers’ work motivation under Yala Primary Educational Service Area Office 1. The sample consisted of 324 participants, including school administrators and teachers, selected through Yamane’s Table. A stratified random sampling method was also employed based on school sizes, followed by a simple random sampling method without replacement. The research instrument was a set of questionnaires with a reliability value of 0.935. Data were analyzed by percentage, mean, standard deviation, and independent samples t–est, F–Test, and Pearson’s product–moment correlation coefficient.

The research findings revealed the following: (1) the school administrators’ competency was overall at a high level, 2) the teachers’ work motivation was overall at a high level, 3) no significant differences were found in school administrators’ competency based on gender, work experience, and school sizes, while a significant difference was observed based on participants’ positions at the 0.05 significance level, 4) no significant differences were found in teachers’ work motivation based on gender and positions, whereas statistically significant differences were observed at the 0.05 significance level in terms of work experience and school sizes, and 5) a strong positive correlation (r = 0.811) was found between school administrators' competency and teachers' work motivation at the 0.01 significance level.

DEVELOPMENT OF A TRAINING CURRICULUM IN EDUCATIONAL INNOVATION DESIGN FOR STUDENT TEACHERS IN THE BACHELOR OF EDUCATION PROGRAM IN EARLY CHILDHOOD EDUCATION, SARASAS SUVARNABHUMI INSTITUTE OF TECHNOLOGY

Detkul Matavanukul — 2026-06-30

The purposes of this research were 1) to develop a training curriculum in educational innovation design for student teachers in the Bachelor of Education Program in Early Childhood Education; and 2) to evaluate the efficiency and effectiveness of the developed training curriculum in terms of (2.1) the quality of educational innovation, (2.2) student teachers’ satisfaction with the developed training curriculum, and (2.3) the evaluation results of the developed training curriculum. This research employed a Research and Development methodology conducted in two phases: Phase 1 involved investigating basic information to develop a draft training curriculum in educational innovation design, and Phase 2 focused on the implementation and evaluation of the developed training curriculum. The sample of this research consisted of 30 student teachers enrolled in the Bachelor of Education Program in Early Childhood Education, selected through simple random sampling using lottery method. The research instruments comprised: (1) a training curriculum in educational Innovation design; (2) a handbook for the developed training curriculum (3) an assessment form for evaluating the quality of educational innovation; (4) a student teachers’ satisfaction questionnaire; and (5) an evaluation form for the developed training curriculum using the Kirkpatrick Model.

The results of this research were as follows: 1) the developed training curriculum consisted of (1.1) documents of the developed training curriculum in educational innovation design, which was rated at the highest level of appropriateness ( = 4.78, S.D. = 0.38); and (1.2) a handbook for the developed training curriculum was rated at the highest level of appropriateness ( = 4.62, S.D. = 0.34). 2) The efficiency and effectiveness of the developed training curriculum indicated that: (2.1) the educational innovation of student teachers was rated at a good level for all items; (2.2) student teachers’ satisfaction with the developed training curriculum was at the highest level ( = 4.54, S.D. = 0.56); and (2.3) overall, students’ educational innovation designs were rated at the highest level ( = 4.51, S.D. = 0.62).

THE ANALYSIS OF FINANCIAL RATIOS AND EXTERNAL FACTORS AFFECTING EARNINGS PER SHARE OF SECURITIES IN THE MEDIA AND PUBLISHING SECTOR (MEDIA) LISTED ON THE STOCK EXCHANGE OF THAILAND (SET)

Phatteera Lertjiraphat — 2026-06-30

This study explored the financial ratios and external factors affecting Earnings Per Share (EPS) of securities in the media and publishing (MEDIA) sector listed on the Stock Exchange of Thailand (SET). Annual reports of all 22 securities in the MEDIA sector were collected for the period 2020–2024 (B.E. 2563–2567), yielding a total of 110 data points over five years. Statistical methods employed for data analysis included descriptive statistics, correlation analysis, and multiple regression analysis. The analysis incorporates eight financial ratios: Net Profit Margin (NPM), Return on Assets (ROA), Return on Equity (ROE), Current Ratio (CR), Quick Ratio (QR), Debt to Equity Ratio (D/E), Interest Coverage Ratio (ICR), and Dividend Yield (DY). External factors considered were Gross Domestic Product (GDP), Minimum Loan Rate (MLR), and US Dollar to Thai Baht Exchange Rate (USD/THB).

The findings revealed that the ICR and the MLR exhibited a statistically significant positive influence on EPS at the 0.01 level. GDP also showed a statistically significant positive influence on EPS at the 0.05 level. However, the US Dollar to Thai Baht Exchange Rate demonstrated a statistically significant negative influence on EPS at the 0.01 level. This research underscores the importance of interest coverage for managers aiming to drive EPS in the MEDIA sector and attract investment. Consequently, investors and relevant parties should also place significant emphasis on the ICR when making investment decisions.

THE SYNTHESIS OF BOARD GAME DESIGN FOR LEARNING ENHANCEMENT

Arnon Jaidee — 2026-06-30

This study aimed to (1) synthesize design guidelines for educational board games and (2) evaluate the synthesized guidelines for board game design to support learning. Data were collected from popular board games featured on the website inkru.com between 2022 and 2024, as well as research publications from 2021 to 2024. The study analyzed and synthesized formats, rules, and design conditions, after which five purposively selected experts evaluated the synthesized outcomes for appropriateness.

The findings revealed that board games possess significant potential for enhancing critical thinking, problem-solving, collaboration, and communication skills. A well-balanced design between playfulness and academic content increased learners’ motivation. Notable examples include the Keyboard Kingdom and The Four-Region Jumping Frog, which incorporate clear rules, grid-based movement, and competitive goals. Narrative-driven games such as Puzzles and Truth or Trick stimulate imagination and engagement, while non-competitive games like Unplugged Coding and Infectious Diseases focus on creative learning. The analysis suggested that the design of educational board games should prioritize clear and comprehensible rules, strategic use of resources, engaging design elements, and storytelling that aligns with specified content. The overall appropriateness of the synthesized design guidelines was rated at the highest level ( = 4.73, S.D. = 0.41). Furthermore, the study recommends educational board game design should foster social interaction and team-based problem-solving to develop transferable skills. Competitive elements, such as battles, should be contextually adapted to educational settings and integrated with simulated scenarios to promote deeper learning. In conclusion, board games represent a powerful tool for enhancing learning and cultivating 21st-century skills.

DEVELOPING COMMUNITY–BASED ECONOMY THROUGH CULTURAL CAPITAL DEVELOPMENT PROCESSES FOR SUSTAINABLE DEVELOPMENT

Ruangurai Wannako — 2026-06-30

The development of a community–based economy through cultural capital development processes for sustainable development was examined through document analysis and evaluated case studies. The development context focuses on strengthening the community economy by fostering economic, social, cultural and environmental relationships among community members to enhance cooperation, opportunities, and management systems. Emphasis is placed on preserving local wisdom by linking cultural foundations to generate income and circulate in the community resources within the community based on existing capital. The cultural capital development process comprises the following components: (1) access to production factors; (2) knowledge creation; (3) marketing; (4) communication to raise awareness; and (5) management in terms of cost control, accounting, and risk management. From the case studies of the cultural capital development processes for sustainable development, the Social Return on Investment (SROI) for the activity of cultural entrepreneur development was 2.489. The changes resulting from the development activity were as follows: "If cultural entrepreneurs are developed, there will be knowledge in the creative economy, cultural products that reflect significant cultural capital, and income distribution among cultural product entrepreneurs in the area".