Education journal Faculty of Education, Nakhon Sawan Rajabhat University

The Guideline Administration Educational Resources of Schools Under Chainat Primary EducationaL Service Area Office

Jitdilok Sumetharat; Thinnakorn Cha-umpong, Yaowares Pakdeejit — Wed, 30 Sep 2026 00:00:00 +0700

The purposes of this research were 1) study the problems of educational resource management of schools, 2) proposing guidelines for educational resource management of schools, and 3) evaluating the proposed guidelines for educational resource management in schools. The sample consisted of 306 school administrators and teachers obtained by using multistage sampling. The tools used in this research include questionnaires, a focus group discussion record form, and a guideline evaluation form. get a precision of 0.93. The statistical methods used for data analysis include mean, standard deviation, and content analysis.

The findings were as follows:

1) The problems of educational resource management of schools, in overall, were at a high level. When considering each aspect, it was found that the aspect with the highest level of problems was the management of materials resources, the management of budgetary resources, the management of Information technology resource in that order. 2) The guidelines for educational resource management of schools. are as follows: schools organize collaborative planning meetings by inviting teacher representatives from all departments to jointly determine the budget, schools procure and develop a digital inventory management system for recording supplies and materials, schools conduct surveys on building usage needs to collect data from teachers and students, and schools use software for evaluation and data analysis. 3) The results of the evaluation of the educational resource management guidelines in schools, included five aspects: Overall, all were at a high level.

Guidelines for Developing Teachers’ Teamwork Competency Under the Mahasarakham Primary Educational Service Area Office 2

Duangpon Duangphonprom , Chayakan Ruangsuwan , Pongphop Phoojomjit — Wed, 30 Sep 2026 00:00:00 +0700

The purposes of this research were to: 1) investigate the components and indicators of teachers’ teamwork competency; 2) examine the current conditions, desirable conditions, and priority needs of teachers’ teamwork competency; and 3) explore guidelines for developing teachers’ teamwork competency under the Mahasarakham Primary Educational Service Area Office 2. This study employed a mixed-methods research design integrating quantitative and qualitative approaches. The sample consisted of 307 school administrators and teachers selected through stratified random sampling. The research instruments included a semi-structured interview form and a five-point rating scale questionnaire. The Index of Item-Objective Congruence (IOC) ranged from 0.80 to 1.00. The discrimination indices of the questionnaires on current and desirable conditions ranged from 0.82 to 0.92, and the overall reliability coefficient was 0.98. Data were analyzed using frequency, percentage, mean, standard deviation, and the Modified Priority Needs Index (PNI_modified).

The findings revealed that: 1) teachers’ teamwork competency consisted of five components and eighteen indicators, namely shared goals, collaboration, communication, interpersonal relationships, and decision-making; 2) the overall current condition was at a moderate level, whereas the overall desirable condition was at the highest level. The priority needs, ranked from highest to lowest, were shared goals, collaboration, communication, decision-making, and interpersonal relationships, respectively; and 3) the guidelines for developing teachers’ teamwork competency comprised 20 guidelines covering all five competency components. The overall evaluation indicated that the guidelines were at the highest level in terms of appropriateness ( = 4.85) and feasibility ( = 4.82).

Development of English Major Students’ Narrative Writing Skills on Greek’s Heroic Mythology through Reflective Writing Technique

Preeyapha Wangmanee — Wed, 30 Sep 2026 00:00:00 +0700

This study aimed to 1) investigate the effects of using reflective writing techniques on the development of narrative writing skills of Greek heroic mythology among English major students, and 2) analyze writing errors as well as changes in sentence structure, vocabulary use, and sequencing of events in students’ narrative writing of Greek heroic mythology. This research employed a quasi-experimental and mixed-methods design. The population consisted of 74 second-year English major students enrolled in the course Greek Mythology. The sample was selected using cluster random sampling and divided into an experimental group (48 students) and a control group (26 students). The research instruments included pre- and post-writing tests, semi-structured interviews, and a questionnaire. Quantitative data was analyzed using Microsoft Excel to calculate mean, standard deviation, and t-test values, while AntConc was used for corpus-based analysis.

The findings revealed that the experimental group showed significantly higher post-test narrative writing scores compared to their pre-test scores at the 0.05 level of significance. However, no statistically significant difference was found between the experimental and control groups in the post-test. Nevertheless, the experimental group demonstrated a greater tendency for improvement in score gains.
In addition, the results indicated that students produced longer pieces of writing, used more varied and specific vocabulary, and demonstrated increased use of compound and complex sentence structures. Meanwhile, grammatical and spelling errors showed a decreasing trend, although errors in capitalization and punctuation were still observed. In conclusion, the use of reflective writing techniques effectively enhanced the narrative writing skills of English major students in recounting Greek mythological heroes.

The Relationship Between Participative Leadership of School Administrators and Academic Administration in Public Vocational Education Institutions in Phayao Province

Panupong Wongkaew , In Chanjaroen , Kitti Sasiwimonlak — Wed, 30 Sep 2026 00:00:00 +0700

This research aimed to: 1) examine the level of participative leadership among school administrators; 2) examine the level of academic administration in educational institutions; and 3) investigate the relationship between participative leadership of school administrators and academic administration in public vocational education institutions in Phayao Province. The research population consisted of teachers in public vocational education institutions in the province. The sample size was determined using the Krejcie and Morgan table, yielding a sample of 136 participants from a population of 204, selected through proportional stratified random sampling. The research instrument was a questionnaire. Content validity examination revealed that the Item-Objective Congruence (IOC) index ranged from 0.60 to 1.00, as assessed by five experts. The overall reliability coefficient was 0.994. Statistical methods used for data analysis included frequency, percentage, mean, standard deviation, and Pearson's correlation coefficient. The research findings revealed that:

1) The participative leadership characteristics of school administrators in public vocational education institutions in Phayao Province were rated overall at a high level. 2) The academic administration characteristics in public vocational education institutions in Phayao Province were rated overall at a high level. 3) The relationship between participative leadership of school administrators and academic administration in public vocational education institutions in Phayao Province revealed a statistically significant positive correlation at the .01 level, with the correlation coefficient indicating a high level of relationship.

A Study on the 7-Step Learning Cycle (7E) with Science Experiments for Developing Scientific Process Skills: A Case of Anuban Thetsaban Mueang Satun School

Thitiwan Samre — Wed, 30 Sep 2026 00:00:00 +0700

The purposes of this research were to construct and determine the efficiency of 7-cycle (7E) learning experience plans integrated with science experiment activities, to compare the development of science process skills, to examine the effectiveness index, and to study student satisfaction. The cluster random sampling group consisted of 25 kindergarten 3 students at Anuban Thetsaban Mueang Satun School during the second semester of the 2025 academic year. The research instruments included: 30 learning experience plans based on the 7E learning cycle combined with science experiments, with an Index of Item-Objective Congruence (IOC) ranging from 0.60 to 1.00; a 20-item science process skills test; and a 10-item student satisfaction questionnaire using a 3-point rating scale, with all items meeting acceptable IOC thresholds. Data were analyzed using percentage, mean, standard deviation, and dependent samples t-test.

The research findings revealed that

1.The efficiency of the learning experience plans was 90.14/93.40, which was higher than the established 80/80 criterion.

2.The development of science process skills after the intervention showed a mean score of 18.68 (93.40%), which was significantly higher than the pre-intervention mean score of 11.08 (55.40%) at the .01 level, indicating a progressive gain of 38.00%.

3.The effectiveness index was 0.8520 (or 85.20%), demonstrating a clear improvement in learning progress.

4.Student satisfaction with the overall learning experience was at a high level (= 2.86, S.D. = 0.33). In conclusion, the 7E learning cycle integrated with science experiments is highly efficient and significantly enhances the science process skills of early childhood learners.

Development Model Competencies in active Learning Management of Teachers Under the Secondary Education Service Area Office Nakhon Sawan

Prangfan Sangpo, Supattana Hombubpha — Wed, 30 Sep 2026 00:00:00 +0700

This study aimed to: 1) investigate the needs for promoting teachers’ competencies in active learning management under the Secondary Educational Service Area Office Nakhon Sawan; and 2) to develop and validate a model for promoting teachers’ competencies in active learning management under the Secondary Educational Service Area Office Nakhon Sawan. The research was conducted in two phases. The sample consisted of 310 teachers under the Secondary Educational Service Area Office Nakhon Sawan, selected through multi-stage sampling. The research instrument was a questionnaire assessing needs, including the current and desirable conditions of teachers’ competencies in active learning management. The reliability of the instrument was 0.98.

The findings revealed that the desirable condition of teachers’ competencies in active learning management was overall at the highest level, while the current condition was at a high level. The priority needs index (PNI) ranged from 0.126 to 0.138.

The developed model for enhancing teachers’ competencies in active learning management comprised four components: (1) learning management design, (2) learner-centered learning activities, (3) utilization and development of instructional media and innovations, and (4) measurement and evaluation of learning outcomes. The model was rated at the highest level in terms of appropriateness and feasibility, and at a high level in terms of accuracy and utility

FACTORS INFLUENCING PARENTAL DECISION-MAKING IN THE SELECTION OF EARLY CHILDHOOD EDUCATION SCHOOLS IN UTTARADIT PROVINCE

Kanchana Tuppadung , Karn Sangwan , Tinnakrittapat Rungmuang — Wed, 30 Sep 2026 00:00:00 +0700

The purposes of this research were to: 1) examine the level of factors influencing parents’ decision-making in selecting early childhood schools in Uttaradit Province; 2) investigate the relationships among these factors; and 3) analyze the factors affecting such decision-making. This study employed
a quantitative research design. The sample consisted of 342 parents of early childhood students, selected through stratified sampling based on districts. The research instrument was a five-point Likert scale questionnaire with a reliability coefficient of 0.89. Data were analyzed using mean, standard deviation, Pearson’s correlation coefficient, and stepwise multiple regression analysis.

The findings revealed that: 1) the overall level of influencing factors was high, with teacher quality ranking the highest, followed by school reputation and image, cost, location and environment, and curriculum and learning management, respectively; 2) all factors were significantly correlated with parents’ decision-making at the .01 level, with cost, teacher quality, and school reputation showing strong positive correlations, whereas curriculum and learning management showed a negative correlation; and 3) cost, teacher quality, school reputation and image, and curriculum and learning management significantly predicted parents’ decision-making, accounting for 96 percent of the variance.

Development of Innovation: “Thai Spelling Instructional Package Based on Chai Nat Folktales” to Enhance Thai Literacy Skills of the First Grade Students in Wang Man Sub-District, Wat Sing District, Chai Nat Province

Wed, 30 Sep 2026 00:00:00 +0700

This research aims to: 1) study the problems and obstacles in Thai spelling among Grade 1 students at schools in Wang Man Sub-district, Wat Sing District, Chai Nat Province; 2) create and develop the innovative "Thai Spelling Instructional Package Using Chai Nat Folktales"; 3) study learning achievement in Thai spelling; and 4) study students' satisfaction with the "Thai Spelling Instructional Package Using Chai Nat Folktales." The research methodology included qualitative and quantitative data collection. Qualitative data were collected through interviews and participant observation involving 52 participants, including the school principals, Grade 1 teachers, Grade 1 students, and community members. Quantitative data were collected using a 30-item multiple-choice Thai spelling test with an Index of Item-Objective Congruence (IOC) of 0.92. The data were analyzed using percentage, mean, and standard deviation.

The research findings revealed that: 1) Thai spelling problems stemmed from four main factors: students, families, schools, and the central administration; 2) the developed instructional package consisted of four components: lesson plans, PowerPoint game media, worksheets, and the "Word Detective: Remembering Folktales" board game, which effectively enhanced students' reading and writing skills; 3) students' post-test achievement in Thai spelling (92.19%) was significantly higher than their pre-test achievement; and 4) both teachers and students reported the highest level of satisfaction with the instructional package (92.60%).

Needs for Competency Development in AI-based Learning Assessment of Private School Teachers in Samut Prakan Province

Ekapon Sumananthakul, Natcha Mingkwunsuk — Wed, 30 Sep 2026 00:00:00 +0700

This research aimed to study the current state and development needs and to prioritize the Competency Development in AI-based Learning Assessment of Private School Teachers in Samut Prakan Province. A survey design was employed. The sample comprised 264 teachers who participated voluntarily. The research instrument was an online, five‑point rating scale questionnaire in a dual‑response format. Data were analyzed using descriptive statistics and the modified Priority Needs Index. The research results were as follows;

1) Overall, the current level of AI competence in learning assessment among teachers was moderate, whereas the level of development needs was high. 2) The overall development need yielded the modified Priority Needs Index of 0.151. By domain, the priority order was assessment management (0.224), analysis and prediction (0.216), assessment tool design and construction (0.158), and ethics in assessment (0.072). These results suggest prioritizing capacity building in assessment management and predictive analytics with AI, alongside ethical governance, to enhance the quality of students’ learning assessment.

Flexible Learning Management Approaches for Vocational Students in Mae Hong Son Province

Narong Apaijai, Peerapon Ploysri — Wed, 30 Sep 2026 00:00:00 +0700

This research aimed to examine the current state of, and propose suitable guidelines for, flexible learning management for vocational students in Mae Hong Son Province. The quantitative sample comprised 101 administrators, teachers, and educational personnel from Nawamintrachinee Mae Hong Son Vocational College and Mae Sariang Vocational College, surveyed using a questionnaire (IOC = 0.67–1.00, Cronbach's α = .91). Qualitative data were gathered through structured interviews with 9 key informants and site visits to 3 model schools, analyzed using content analysis until data saturation.

Results showed that the overall current state was at a moderate level (mean = 3.48, standard deviation = 1.28). The highest-rated area was administrative and community support (mean = 3.56), reflecting strong social capital, while learning time had the lowest mean (mean = 3.21); within this, the digital-platform learning-time accumulation system had the lowest mean overall (mean = 2.93), reflecting an urgent weakness in digital mechanisms that requires development. Guidelines synthesized from the quantitative and qualitative findings covered four areas: 1) Learning time – adopting Block Schedule combined with Blended-Modular Learning and an online learning-time accumulation platform;
2) Instructional management – developing teachers as Learning Designers and expanding active-learning options; 3) Measurement and evaluation – authentic assessment and a credit-bank system aligned with the National Qualifications Framework; and 4) Administrative and network support – clear policy, MOU agreements with communities and enterprises, and an individual student monitoring system. This addresses Mae Hong Son's student dropout rate of 19.98% and can be extended to other remote areas with similar contexts.

The findings revealed that the overall current state was at a moderate level ( = 3.48, SD = 1.28). Administrative and community support received the highest mean score ( = 3.56), while learning time flexibility received the lowest mean score ( = 3.21), particularly regarding the accumulation of learning hours through digital platforms. The synthesized guidelines encompassed four dimensions: 1) learning time, emphasizing Block Schedule combined with Blended-Modular Learning; 2) instructional management, focusing on developing teachers as Learning Designers; 3) competency-based assessment, prioritizing the development of a credit bank system aligned with the National Qualifications Framework; and 4) administrative and collaborative network support, emphasizing clear policy formulation. These findings directly address the 19.98% student dropout rate and offer a replicable model for other remote areas with similar contexts.

Results of Using a Supplementary Curriculum to Enhance English Language Instructional Management Competency Based on the TPACK Model for Upper Primary School Teachers

Wed, 30 Sep 2026 00:00:00 +0700

This research aimed to study the effectiveness of implementing a competency enhancement curriculum for English learning management based on the TPACK Model for upper primary school teachers. The research was conducted following a Research and Development (R&D) methodology. The target group consisted of upper primary school teachers who did not major in English but were assigned to teach the subject during the academic year of the research, under the Nakhon Pathom Primary Educational Service Area Office 1. The target group was divided into 100 teachers for the theoretical phase and 13 teachers for the practical phase, which was conducted through a Lesson Study process. The research instruments included the competency enhancement curriculum, a knowledge test, an instructional design and learning management evaluation form, a self-efficacy in learning management questionnaire, and a satisfaction questionnaire. The statistics used for data analysis were Mean (M), Standard Deviation (SD), and content analysis.

The research findings were as follows 1) The teachers' post-training knowledge of English learning management based on the TPACK Model had a mean (M) of 17.16 and a standard deviation (SD) of 1.98, accounting for 85.80%, which successfully passed the 70% criterion. 2) The overall evaluation of the learning management design was at a good level, with a mean (M) of 2.71 and a standard deviation (SD) of 0.82. 3) The overall evaluation of the practical learning management was at a good level, with a mean (M) of 2.77 and a standard deviation (SD) of 0.89. 4) The teachers' self-confidence in English learning management increased after implementing the curriculum. 5) The overall satisfaction with the competency enhancement curriculum was at the highest level, with a mean (M) of 4.87 and a standard deviation (SD) of 0.36.

The Relationship Between Digital Era Leadership Of Administrators And The And Personnel Administration Under The Chainat Primary Education Service Area Office

Kunthida Manouam, Thinnakorn Cha-umpong, Pakdeejit Yaowares — Wed, 30 Sep 2026 00:00:00 +0700

The purposes of this research were 1) to study the digital era leadership of school administrators 2) to study the personnel administrations and 3) to study the relationship between digital era leadership of school administrators and the personnel administrations. The samples of this research by opening the Krejcie & Morgan tables were 302 school administrators and teachers selected by simple random sampling. The research instruments were a questionnaire on the digital era leadership of school administrators which had 0.67-1.00 points of an index of item objective congruence, reliability coefficient of 0.97, and
a discriminant index ranging from 0.42 to 0.89 and a questionnaire the personnel administrations which had 0.67-1.00 points of an index of item objective congruence and reliability coefficient of 0.98. The statistics used for data analysis were mean, percentage, standard deviation, and Pearson’s correlation analysis.

The findings were as follows:

The level of digital era leadership of school administrators in overall was at a high level 2) The level of the personnel administrations in overall was at a high level and 3) The relationship between the digital era leadership of school administrators and the personnel administrations was overall found with a positive relationship at a high level (r_xy= .681) with a statistically significant at .01 level. When considering each aspect, it was found that the digital era leadership of school administrators and the positive relationship the personnel administrations of all aspects.

Guidelines for School Management to Promote Community Participation in Developing Vocational Skills of Secondary Students in Opportunity Expansion Schools under Saraburi Primary Educational Service Area Office 1

Wed, 30 Sep 2026 00:00:00 +0700

The objectives of this research were to assess the needs of school administration in promoting community participation in the development of vocational skills of secondary school students in extended opportunity schools under the Office of Saraburi Primary Educational Service Area 1, classified by gender, age, educational level, job position, and years of service. The sample consisted of 226 school administrators and teachers from extended opportunity schools under the Office of Saraburi Primary Educational Service Area 1, selected by simple random sampling. The research instrument was a five-point Likert scale questionnaire with established reliability. Data were analyzed using mean, standard deviation, and the Priority Needs Index (PNI). The research findings revealed that:
1.The current state of school administration to promote community participation, overall, was at a high level (= 4.17), particularly in the areas of social skills and cultural diversity, as well as leadership and responsibility. 2.The level of needs assessment indicated that the expected state was at the highest level (= 4.74), with an overall Priority Needs Index (PNI) of .164. The area with the highest need was flexibility and adaptability (PNI = .176), followed by productivity and responsibility, and initiative and self-direction.

Results of the Early Childhood Teacher Capacity Building Program for Creating Safe and Risk-Free Child Development Centers in Lower Northern Thailand.

Wed, 30 Sep 2026 00:00:00 +0700

This research aimed to (1) develop the capacity of early childhood teachers to integrate the Project Approach into learning management on road safety and risk factor prevention in Child Development Centers in the Lower Northern Region of Thailand, and (2) compare the teachers’ capacity in terms of knowledge (K), skills (S), and attitudes (A) before and after participating in the capacity development program. The sample consisted of 40 early childhood teachers from Child Development Centers in the Lower Northern Region. The research instruments included an early childhood teacher capacity assessment form and a teacher capacity development program based on the Project Approach. Data were analyzed using mean, standard deviation, and paired-samples t-test.

The findings revealed that the overall capacity of the early childhood teachers after participating in the program (M = 4.59, SD = 0.36) was significantly higher than before participation (M = 3.23, SD = 0.49) at the .01 level. When each dimension was considered separately, attitudes (A) showed the highest post-program mean score (M = 4.65, SD = 0.33), compared with the pre-program mean (M = 3.40, SD = 0.49). This was followed by skills (S), with a post-program mean of 4.60 (SD = 0.39), compared with a pre-program mean of 3.12 (SD = 0.51), and knowledge (K), with a post-program mean of 4.52 (SD = 0.39), compared with a pre-program mean of 3.18 (SD = 0.47). The results indicate that the Project Approach-based capacity development program effectively enhanced early childhood teachers’ knowledge, skills, and attitudes toward integrating road safety and risk factor prevention into learning management in Child Development Centers.

Needs and Expectations of Educational Personnel Towards the Doctor of Education Program in Educational Administration, Faculty of Interdisciplinary Management and Technology, Kasetsart University, Suphan Buri

Wed, 30 Sep 2026 00:00:00 +0700

The objectives of this research were to study the needs, expectations, and the relationship between the needs and expectations of educational personnel toward the Doctor of Education Program in Educational Administration, Faculty of Interdisciplinary Management and Technology, Kasetsart University, Suphan Buri. The research population comprised 36,423 educational personnel across seven central provinces. The sample size was determined based on Boonchom Srisa-ard’s percentage criteria for a large population (0.5% to 1%). A sample of 216 personnel (representing 0.59%) was selected through convenience sampling due to time constraints. The research instrument was a questionnaire with a reliability coefficient of .98. Data were analyzed using percentage, mean, standard deviation, and Spearman’s rank correlation coefficient.

The research results indicated that: 1) The overall and individual aspects of the needs for the curriculum were at a high level; the highest need was in the stakeholder aspect, which required compliance with Kurusapha regulations (mean = 4.36), reflecting the necessity of using a doctoral degree to obtain an educational administrator license. 2) The learners' overall expectations were at a high level; the highest expectations were for faculty members to demonstrate genuine expertise and build professional networks (mean = 4.44). 3) The four aspects of the needs to pursue further education and the learners' expectations had a statistically significant positive relationship at the .01 level (r = .694 to .903, p < .01). The pair with the highest correlation was employer needs and stakeholder needs (r = .903).

Development of an Instructional Module on Basic Thai Musical Instruments Based on Gagne’s Concept and Game-Based Learning Technique for Grade 4 Students at Wat Sao Hin School, Sukhothai

Wed, 30 Sep 2026 00:00:00 +0700

This research aimed to 1) create and determine the efficiency of an instructional module on basic Thai musical instruments based on Gagne’s concept and game-based learning techniques for Grade 4 students at Wat Sao Hin School, Sukhothai, according to the 80/80 criteria 2) compare students' learning achievements before and after learning with instructional package and 3) survey students' satisfaction towards learning activities with the instructional package. The sample consisted of 10 Grade 4 students at Wat Sao Hin School, Sukhothai Province, enrolled in the second semester of the 2025 academic year, selected through purposive sampling. The research instruments included: 1) the instructional module on basic Thai musical instruments. 2) a 20-item, 4-choice learning achievement test with difficulty indices ranging from 0.40 to 0.60 and discrimination indices ranging from 0.40 to 0.70 and 3) a 29-item, 5-level rating scale student satisfaction questionnaire with a reliability coefficient of 0.83. The data were analyzed using statistics, including mean, percentage, standard deviation, and t-test. The results revealed that:

1) The instructional package, consisted of 4 learning units, had an efficiency of 86.83/94.00, which was higher than the established 80/80 criteria 2) The pre-test and post-test mean scores were 7.80 and 14.70, respectively. The t-test analysis indicated that the post-test scores were significantly higher than the pre-test scores at the .05 of significant level. The students' overall satisfaction towards the instructional package was at a high level (Mean = 4.04, S.D. = 0.14).

STEM Education Learning Activities Using Ceramics-Based Learning for Lower Secondary School Students in Lampang Province

Wed, 30 Sep 2026 00:00:00 +0700

This research aimed to: 1) determine the efficiency of a ceramic-based STEM education learning activity package based on the 80/80 criterion; 2) study the 21^st century skills of lower secondary school students who participated in the ceramic-based STEM education learning activities; and 3) examine the satisfaction of lower secondary school students who received ceramic-based STEM education learning activities. The sample consisted of 26 students in Mathayom 2 and 3 from a school in Ko Kha District, Lampang Province. Purposive sampling was used. The research instruments included: 1) four ceramic-based STEM education learning plans on chemical reactions and materials in everyday life; 2) a ceramic-based STEM education learning activity package; 3) a 21^st century skills assessment form; and 4) a satisfaction assessment form. The statistics used for data analysis included means and standard deviations. The findings indicated that: 1) the efficiency of the STEM learning activity package (Pre-test Mean/ Post-test Mean) was 85.54/84.00, exceeding the established criterion of 80/80; 2) students' 21^st century skills were atn a very high level (M = 4.69, SD = 0.51); and 3) students' satisfaction with the ceramic-based STEM learning activities was at a high level (M = 4.46, SD = 0.70).

A model of educational administration using participatory action research processes for schools providing expanded educational opportunities.

Sasithorn Dathong, Kisda Pongpitaya , Churaphunporn Thanaphet — Wed, 30 Sep 2026 00:00:00 +0700

This research aimed to study: 1) to develop a model of educational administration using participatory action research processes for schools providing expanded educational opportunities, and 2) To evaluate the school administrative model using Participatory Action Research for educational opportunity expansion schools. The research employed a mixed-methods design, consisting of two phases. Phase 1, the model was drafted and validated through focus group discussions with nine experts. And Phase 2, the model was evaluated by twenty-one specialists selected through purposive sampling. Data were analyzed using frequency, percentage, content analysis, and chi-square tests. The research results found that:

1.The School administrative model using Participatory Action Research for educational opportunity expansion schools was derived from the findings in Phase 1 which was consisting of the following operational processes: 1) collaborative problem diagnosis, 2) participatory planning,
3) collaborative plan implementation, 4) reflection and improvement, 5) learning community, and
6) facilitative leadership.

2.The evaluation results of the School administrative model using Participatory Action Research for educational opportunity expansion schools in five aspects—model principles, model objectives, operational processes, model evaluation, and conditions for success—showed statistical significance at the .01 level in terms of accuracy (average= 314.36, p < .01), appropriateness (average=322.99, p < .01), feasibility (average=349.56, p < .01), and usefulness (average=322.99, p < .01) for educational opportunity expansion schools contexts.

The Development of Presentation Skills and Teamwork Competencies using the CIPPA MODEL Learning Management With Community-Based Learning for Students at High Vocational Certificate Level

Tanaporn Chaikaew , Krittayakan Topithak — Wed, 30 Sep 2026 00:00:00 +0700

This research aimed to 1) study the data presentation speaking ability of Higher Vocational Certificate students after learning management using the CIPPA Model combined with Community-Based Learning, compared with the 70 percent criterion. 2) study the teamwork competencies of higher vocational certificate students. The sample consisted of 22 Higher Vocational Certificate students in the Mechanical Technical Industry Department at Phichit Technical College during the second semester of the 2025 academic year. The research instruments included: 1) Learning management plans to improve presentation skills and teamwork capabilities using the CIPPA MODEL learning management approach in conjunction with community-based learning management for students at the advanced vocational certificate level,
with a total of 4 plans 2) a data presentation speaking ability assessment form for Higher Vocational Certificate students, and 3) a teamwork competency assessment form for Higher Vocational Certificate students. The statistics used for data analysis were mean, standard deviation,and t-test. The research findings revealed that:

1) The data presentation speaking ability of Higher Vocational Certificate students after learning management using the CIPPA Model combined with Community-Based Learning was significantly higher than the 70 percent criterion at the .05 level of statistical significance.

2) The teamwork competency of Higher Vocational Certificate students after learning management using the CIPPA Model combined with Community-Based Learning was overall at a good level or higher, with a mean score of 4.42 and a standard deviation of 0.15.

The Development of Transformational Academic Leadership Components in the Digital Age for School Administrators under the Primary Educational Service Area Offices in the Northeastern Region

Darunee Boonwised, Kisda Pongpitaya , Churaphunporn Thanaphet — Wed, 30 Sep 2026 00:00:00 +0700

This research aimed to develop the components of Transformational Academic Leadership in the Digital Age for school administrators under the Primary Educational Service Area Offices in the Northeastern Region. The study employed a synthesis of related literature and exploratory factor analysis (EFA) with 520 school administrators, followed by a needs assessment with a sample of 385 administrators. Both samples were obtained through multi-stage random sampling. The research instrument was a five-point rating scale questionnaire, with an Index of Item-Objective Congruence (IOC) ranging from 0.60 to 1.00 and reliability coefficients of 0.962 and 0.982, respectively. Data were analyzed using mean, standard deviation, exploratory factor analysis, and the Modified Priority Needs Index (PNI _modified).

The research results found that:

The findings revealed that transformational academic leadership in the digital age encompasses seven components, ranked by priority needs as follows: 1) Personnel Capacity Development (PNI _modified = 0.213), 2) Ideological Influence (PNI _modified= 0.212), 3) Individualized Personnel Development (PNI _modified= 0.210), 4) Intellectual Stimulation (PNI _modified = 0.200), 5) Academic Collaborative Leadership (PNI _modified= 0.196), 6) Academic Cooperation (PNI _modified = 0.192), and 7) Inspirational Vision (PNI _modified = 0.181). These findings provide a evidence-based framework for enhancing school administrators' leadership capacities in alignment with the demands of digital-era education.

Effects of Developing Reading Comprehension Ability Using Active Learning, Online Educational Games, and Higher-Order Questioning for Sixth Grade Students

Khanittha Chana, Anan Lakul, Thaksin Kaeoprasoet — Wed, 30 Sep 2026 00:00:00 +0700

The purposes of this research were: 1) to develop and evaluate the efficiency of active learning lesson plans that integrate online educational games and higher-order questioning to enhance the reading comprehension ability of sixth-grade students, based on the 80/80 efficiency criterion and 2) to compare the students’ reading comprehension ability before and after the intervention. The sample consisted of 32 sixth-grade students at Jindabamrung School, selected through simple random sampling. The research instruments included four lesson plans and a 40-item reading comprehension test. Data were analyzed using mean, percentage, and paired samples t-test.

The research findings were as follows: 1) the efficiency of the active learning lesson plans integrating online educational games and higher-order questioning was 81.25/88.59, which exceeded the established 80/80 criterion and 2) the students’ reading comprehension ability after the intervention was significantly higher than before at the .05 level. The mean score increased from 18.88 on the pre-test to 35.44 on the post-test, out of a total score of 40.

Guidelines for developing Teachers’ Digital skills in Educational Institutions under Local Administrative Organizations in Ratchaburi Province

Kamomman Songsangjan — Wed, 30 Sep 2026 00:00:00 +0700

This mixed-methods research aimed to: (1) identify the priority needs for teachers’ digital skills development; (2) develop guidelines for enhancing teachers’ digital skills; and (3) evaluate the appropriateness and feasibility of the proposed development guidelines.

The study was conducted in 15 schools under Local Administrative Organizations in Ratchaburi Province, Thailand. The population consisted of 513 school administrators and teachers. The sample comprised 70 school administrators and teachers from 14 schools, with the sample size determined using the Krejcie and Morgan table and selected through purposive sampling. The research instruments included a five-point Likert scale questionnaire, a semi-structured interview protocol, and an evaluation form for assessing the appropriateness and feasibility of the proposed guidelines. The instruments demonstrated satisfactory content validity (IOC = 0.67–1.00), and the questionnaire achieved a reliability coefficient of 0.97. Quantitative data were analyzed using frequency, percentage, mean, and standard deviation, whereas qualitative data were analyzed through content analysis and mode.

The findings indicated that: (1) the overall priority need for teachers’ digital skills development was at a high level. The highest priority was the integration of digital technology into teaching and learning, followed by the use of digital media and innovation and the utilization of information for learning management. (2) The proposed development guidelines were based on the PIE Model, comprising Planning, Implementation, and Evaluation. The guidelines encompassed five dimensions: abilities, knowledge, experience, attributes, and competencies. They emphasized the effective integration of digital technology into instructional practices, experiential learning, professional learning communities, and the continuous enhancement of teachers’ digital competencies in accordance with school contexts. (3) The proposed guidelines were evaluated as highly appropriate and highly feasible for implementation

Effects of 5E Inquiry-Based Learning Combined with the Food Web Educational Game on Academic Achievement in Ecosystems and Populations for Grade 12 Students

Wed, 30 Sep 2026 00:00:00 +0700

The objectives of this research were 1) to compare the academic achievement in ecosystems and populations before and after implementing the 5E Inquiry-Based Learning process combined with the Food Web educational game for Grade 12 students, and 2) to evaluate the level of student engagement for Grade 12 students following the 5E Inquiry-Based Learning process combined with the Food Web educational game. The sample consisted of 21 Grade 12 students from Chalerm Phra Kiat Somdej Phra Thep Rattanarajsuda Municipal School, Tak Province, during the second semester of the 2025 academic year. The participants were selected through purposive sampling. The research instruments included a 5E Inquiry-Based Learning lesson plan comprising 6 periods, the Food Web educational game with an Index of Item-Objective Congruence (IOC) ranging from 0.67 to 1.00, a 30-item academic achievement test with an IOC between 0.67 and 1.00, difficulty indices (p) between 0.26 and 0.74, discrimination indices (r) between 0.35 and 0.63, and a reliability coefficient of 0.82, and a 4-item student engagement observation form with an IOC between 0.67 and 1.00 and a reliability coefficient of 0.84. Data were analyzed using mean, standard deviation, and a paired samples t-test.

The findings indicated that 1) the students' academic achievement post-test scores were significantly higher than their pre-test scores at the .05 level of statistical significance, and 2) the students' overall engagement following the intervention was at a high level , indicating that the 5E Inquiry-Based Learning process combined with the Food Web educational game was associated with higher academic achievement and higher levels of student engagement.

Development of Analytical Thinking Skills for the 5th grade students Using the Literary Variation Technique Integrated with Animation on Rachathirat: The Birth of Makatho Based on Storytelling Theory

Arocha Dukkhunthot, Pratumpet Sae Ong — Wed, 30 Sep 2026 00:00:00 +0700

The purposes of this research were to: 1) develop an animation entitled "Rajadhiraj: The Birth of Makatho" based on storytelling structure theories; 2) compare the analytical thinking skills of the 5^th grade students after learning through the literary variation technique combined with the developed animation against the 70% criterion; and 3) study the students' satisfaction with the learning management using the literary variation technique combined with the animation. The target group consisted of 20 the 5^th grade students at Wat Mahawanaram School during the first semester of the 2025 academic year. The research instruments included the animation "Rajadhiraj: The Birth of Makatho," an analytical thinking skills test, and a satisfaction evaluation form. The research findings revealed that 1) the animation was 12:14 minutes long and aligned with the storytelling theory comprising 1) beginning, 2) development, 3) crisis, 4) resolution, and
5) conclusion, with the innovation quality assessment yielding a mean (M) of 5.00 and a standard deviation (SD) of 0.00 2) the students' analytical thinking skills after the intervention were significantly higher than the 70% criterion at a .05 level of significance; and 3) the students' satisfaction after using the literary variation technique combined with the animation was at the highest level (M = 4.82, SD = 0.44)

A Model of Innovative Leadership for School Administrators in the Digital Era in Schools under the Primary Educational Service Area Offices in the Northeastern Region

Yubolwan Sachana, Kisda Pongpitaya , Churaphunporn Thanaphet — Wed, 30 Sep 2026 00:00:00 +0700

This research aimed to construct and evaluate a model of innovative leadership for school administrators in the digital era in schools under the Primary Educational Service Area Offices in the Northeastern Region. A mixed-methods research design was employed, conducted in two phases. Phase 1 involved constructing the model through literature synthesis, assessing the priority needs of 385 school administrators, drafting the model, and verifying the draft through focus group discussions with 11 experts. Phase 2 involved evaluating the model through an expert seminar with 11 purposively selected experts, in four aspects: accuracy, appropriateness, feasibility, and utility. Quantitative data were analyzed using mean and standard deviation (S.D.), while qualitative data were analyzed using content analysis. The results were as follows:

The findings revealed that: The model of innovative leadership for school administrators in the digital era, termed the "LEADS Model," consists of 5 components, ranked according to Modified Priority Needs Index (PNI _Modified) values, namely: 1) Leading with Vision (L), 2) Embracing Innovative Thinking (E), 3) Anticipating Risk (A), 4) Dynamic Environment for Innovation (D), and 5) Synergistic Teamwork (S). The model comprises 5 elements: principles, objectives, structure, procedures, and conditions for success.

The results of the model evaluation revealed that, overall, the aspects of accuracy, appropriateness, feasibility, and utility were rated at a high level.

Guidelines for Learning Ecosystem Management to Promote Vocational Skills of Extended-Opportunity Schools in Bang Rakam District, Phitsanulok Province.

Panatcharakorn Chinanan, Chaowarit Chancheen, Tinnakrittapat Rungmuang — Wed, 30 Sep 2026 00:00:00 +0700

This research aimed to 1) study the current and desirable states for learning ecosystem management to promote vocational skills of extended-opportunity schools in Bang Rakam District, Phitsanulok Province and 2) study the guidelines for learning ecosystem management to promote vocational skills. The sample was 165 school administrators and teachers, along with 15 key informants. They were selected by using Krejcie and Morgan's table. The instrument for collecting data was
a questionnaire with an Index of Item-Objective Congruence (IOC) of at least 0.67, and an overall reliability coefficient of .985. The data were analyzed using frequency, percentage, mean, standard deviation, Priority Needs Index and content analysis. The research results were found as follows;

1) The overall current and desirable states of learning ecosystem management to promote occupational skills were at a high and the highest level, respectively. Regarding the Priority Needs Index, the learner aspect exhibited the highest need, followed by learning resources, learning communities, learning management, and teachers, respectively. 2) The guidelines for learning ecosystem management consisted of 5 components. For learners, self-directed learning should be promoted. For instructors, occupational skills should be integrated through project-based learning. For learning communities, network collaborative networks should be established. For learning resources, digital knowledge repositories and learning spaces should be developed. For learning management, practical, hands-on experiences should be emphasized.

Guidelines for Developing Administrative Information Technology Usage for School Administrators in Special Education Schools under the Bureau of Special Education, Group 3

Rittikiat Namket, Chayakan Ruangsuwan , Runglawan Laumka — Wed, 30 Sep 2026 00:00:00 +0700

The objectives of this research were: 1) to study the components and indicators of information technology implementation in administration for school administrators in schools for persons with disabilities; 2) to study the current state, desirable state, and priority needs; and 3) to study guidelines for developing information technology implementation in administration for school administrators in schools for persons with disabilities. This study employed a mixed methods research design. The population was 314 school administrators and teachers from schools for persons with disabilities under the Special Education Bureau, Group 3. Due to the limited population size, the researcher studied the entire population without any random sampling. The research instruments used for data collection included a component and indicator evaluation form, a current and desirable state questionnaire, and a semi-structured interview form. Data were analyzed using mean, standard deviation, and the Modified Priority Needs Index. The research results revealed that: 1) The information technology implementation in administration for school administrators in schools for persons with disabilities comprised 6 components, and the appropriateness evaluation results by experts were at the highest level. 2) The overall current state was at a low level, the overall desirable state was at the highest level, and the modified priority needs index (PNI_modified) values ranged from 0.80 to 0.87. The highest priority aspect was "Leadership and Vision for Technology" (PNI_modified = 0.87), followed by "Personnel Digital Competency Development" (PNI_modified = 0.84), and the lowest priority aspect was "Perceived Usefulness" (PNI_modified = 0.80). 3) The guidelines for developing information technology implementation in administration for school administrators in schools for persons with disabilities under the Special Education Bureau, Group 3, consisted of 24 guidelines, and the overall appropriateness and feasibility evaluation results of these guidelines had a mean at the highest level.

Development of non-standard spelling ability and communication skills using brain-based learning combined with skill training sets for first grade students

Kuntharanan Tabang, Omthajit Pansri — Wed, 30 Sep 2026 00:00:00 +0700

The purposes of this research were to 1) determine the efficiency of a spelling practice package on words with non-standard final consonant spellings based on Brain-Based Learning (BBL) for Grade 1 students according to the 80/80 criterion; 2) compare students’ spelling ability before and after learning; and 3) compare students’ communication skills before and after the implementation of the learning management. This experimental research employed a sample of 16 Grade 1 students from Ban Tamo Prachasan School and Wat Laem Chedi School, Bang Rakam District, Phitsanulok Province, during the second semester of the 2025 academic year. The participants were selected through simple random sampling by lottery. The research instruments consisted of four learning management plans, four spelling practice packages, a 20-item multiple-choice spelling ability test, and a five-item communication skills assessment. Data were analyzed using mean, standard deviation, and hypothesis testing.

The results revealed that 1) the efficiency of the spelling practice package was 83.39/82.86, exceeding the established criterion of 80/80; 2) the students’ post-learning spelling ability was significantly higher than their pre-learning ability at the .05 level; and 3) the students’ post-learning communication skills were significantly higher than their pre-learning communication skills at the .05 level. These findings indicate that Brain-Based Learning integrated with the spelling practice package effectively enhanced both the spelling ability and communication skills of Grade 1 students.

Managing Learning of Thai Literature: Sepha Khun Chang Khun Phaen Episode of Khun Chang Thawai Dika Using Rogerian Argumentation Concept to Develop Common Ground Argumentative Writing Skills for Grade 12 Students

Chawapan Pettkrai , Wisanu Saithong, Siwathida Sirisomphol — Wed, 30 Sep 2026 00:00:00 +0700

This quasi-experimental research in Thai language had two objectives: 1) to compare students’ common ground argumentative writing skills before and after learning management of the literary work Sepha Khun Chang Khun Phaen, Episode of Khun Chang Thawai Dika, using Rogerian argumentation concept, and 2) to study the satisfaction of Grade 12 students toward the said learning management. The sample consisted of 32 Grade 12 students enrolled in the second semester of the 2025 academic year, selected by purposive sampling. The research instruments were: 1) a learning management plan based on Rogerian argumentation concept comprising 5 periods of 50 minutes each, 2) a pretest and posttest consisting of 15 multiple-choice items and 1 essay item, totaling 20 points, and 3) a learning management satisfaction questionnaire, a 5-point Likert scale comprising 14 items across 4 aspects. Data were analyzed using mean, standard deviation, and a dependent samples t-test. The results revealed that: 1) students’ common ground argumentative writing scores after learning were significantly higher than before at the .05 level. The essay score, which directly measured argumentative writing skills, had a pretest mean of 1.97 (S.D. = 0.40) and increased to 3.94 (S.D. = 1.10) after learning. 2) Students’ overall satisfaction toward the learning management was at the highest level (average = 4.55, S.D. = 0.60). This research therefore serves as an additional approach that may be further applied in Thai language learning management promoting critical thinking at the secondary level

A Model of Transformational Leadership for Enhancing School-Community Collaborative Network Innovation of School Administrators under Primary Educational Service Area Offices in the Northeastern Region

Chainarong Phothong , Kisda Pongpitaya , Churaphunporn Thanaphet — Wed, 30 Sep 2026 00:00:00 +0700

This research aimed to develop and evaluate a transformational leadership model for strengthening school–community collaboration network innovation among school administrators under the Office of the Primary Educational Service Area in Northeastern Thailand. A mixed-methods research design was employed, conducted in two phases. Phase 1 involved developing the model through literature synthesis and exploratory factor analysis (EFA) based on data from 450 school administrators, together with a needs assessment survey of 385 samples. Both samples were obtained through multi-stage random sampling. The research instrument was a five-level rating scale questionnaire with an IOC value of 0.60–1.00 and reliability coefficients of 0.978 and 0.878, respectively. Data were analyzed using mean, standard deviation, exploratory factor analysis, and the Modified Priority Needs Index (PNI modified). A draft model was then formulated and examined through a focus group discussion with 11 experts. Phase 2 involved evaluating the model through an expert seminar with 11 experts obtained through purposive sampling. Statistics used for data analysis included mean and standard deviation. The results were as follows:
1. The developed model, termed the BRIDGE Model, comprised 6 components, ranked according to their PNI modified values, as follows: Building Inspiration, Realizing a Shared Vision, Increasing Network Empowerment, Developing Mutual Learning, Grounding in Ethics and Moral Leadership, and Embedding Values for Change. The model further consisted of 5 structural elements: principles, objectives, content, model management, and evaluation.
2. The model evaluation results revealed that accuracy was rated at the highest level overall (= 4.52), propriety was rated at a high level overall (= 4.50), feasibility was rated at a high level overall ( = 4.49), and utility was rated at a highest level overall ( = 4.51).
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Small School Administration for Digital Transformation: Turning Challenges into Opportunities for Success

Chanitpon Chomklin, Sukhum Chaleysub, Ph.D., Supaporn Tungdamnernsawad, Ph.D. — Wed, 30 Sep 2026 00:00:00 +0700

This academic article presents approach for small school administration in remote and border areas to drive digital transformation amidst structural challenges and the digital divide. Although these special-context schools face severe constraints—including per-head funding shortages, unstable digital infrastructure in remote regions, and heavy administrative workloads impacting teacher morale—such limitations can be counterbalanced by leveraging their compact size into strategic agility. This article introduces an innovative management framework conceptualized as the “SLIM Model,” which comprises four integrated elements aligned with the four core pillars of school administration: 1) S - Strategic Agility: swift decision-making and using cloud computing to reduce administrative redundancy; 2) L - Leadership & Culture: fostering a psychologically safe organization to boost teacher morale; 3) I - Integrated Infrastructure & Sharing: managing budgets through a sharing economy and school clustering; and 4) M - Modern Pedagogy: reinventing academic processes. This framework integrates digital tools into classrooms via blended learning, flipped classrooms, and real-time learning analytics.

Lessons learned from international best practices and successful school networks in Thailand demonstrate that digital technology is not merely an add-on, but a "lifeline" for resolving teacher shortages and reducing workloads by over 50 percent. Ultimate success depends on the digital leadership of administrators in turning geographical challenges into opportunities, thereby elevating academic quality and fostering educational equity for learners in remote areas sustainably.