Journal of Graduate Review Nakhon Sawan Buddhist College

Applying Educational Information Systems to Support Policy Decision-Making in Educational Service Area Offices

Thanakrit Kaewnamchai — Sat, 30 Aug 2025 00:00:00 +0700

This academic article explores the strategic application of Educational Information Systems (EIS) to enhance evidence-based policy decision-making within Thailand’s Educational Service Area Offices. By integrating data analytics, real-time reporting, and digital management tools, EIS offers powerful mechanisms for improving transparency, efficiency, and responsiveness in educational administration. Drawing on both domestic and international literature, this article synthesizes key conceptual frameworks—such as data-driven decision-making (DDDM), strategic policy governance, and public sector digital transformation—to develop an operational model suitable for local education authorities. The proposed framework includes four core components: (1) Data Infrastructure Development, (2) Capacity Building for Data Literacy, (3) Institutional Mechanisms for Evidence Use, and (4) Feedback Loops for Continuous Policy Refinement. The article concludes with strategic recommendations for national education policymakers and ESAO leadership, advocating for systemic investment in digital infrastructure, professional development in data use, and cross-level coordination to sustain a culture of data-informed governance.

The Development of Buddhist Leadership of Sub-District Headmen and Village Headmen at Dongcharoen District of Phichit Province

Mrs. Preyadaphaphon Poem ,Phrakhru Uthaikijjarak, Phrakhru Suthikittitbundit — Mon, 01 Sep 2025 00:00:00 +0700

The objectives of this research Article were 1) to study the level of Buddhist leadership development among Sub-district headmen and village headmen, 2) to compare the Buddhist leadership development classified by personal factors, and 3) to examine problems, obstacles, and suggestions regarding the Buddhist leadership development. The research applied the Mixed Methods Research consisting of 1) the Quantitative Research collecting the data with the questionnaires from 165 respondents, and analyzing the data with frequency, percentage, mean, standard deviation and t-test and One-way ANOVA, and 2) the Qualitative Research using the in-depth interviews with 8 key informants and analyzing the data with the descriptive analysis. The findings of the Research revealed: 1) overall, the level of Buddhist leadership development was high (x̄ = 4.31). When considering each aspect, it was found that creating the love and unity (Nissayasampanno) was at the highest level (x̄ = 4.42). Then, delegation of authority (Vithüro) was x̄ = 4.28, and being a good role model (Cakkhumä) was x̄ = 4.25. 2) The comparison of Buddhist leadership development based on personal factors showed the people having different gender, age, education, and occupation had no different opinion to the development of Buddhist leadership of Sub-district Headmen and Village Headmen in all aspects. Moreover, 3) the problems and obstacles were lack of understanding of Buddhist principles and insufficient skills in applying these principles to work. The key suggestion were to organize practical training on applying Buddhist principles and to establish learning exchange networks among Sub-district and village headmen.

Guidelines for development of the professional standards administrators According to iddhipãda 4 of school administrators under the chainat primary educational service area office

Mr.Phatthadon Chupheng — Fri, 29 Aug 2025 00:00:00 +0700

This Research Article study consisted of the following: 1) examine the current state of school administration practices based on professional standards for administrators in the operational of school administrators under the Chainat Primary Educational Service Area Office; and 2) propose strategies for developing school administrators according to the principles of the iddhipãda 4 of school administrators under the Chainat Primary Educational Service Area Office. The study employs a mixed-methodology approach, incorporating both quantitative and qualitative research methods. The research instruments include questionnaires and interview guidelines. The sample consists of 322 school administrators and teachers from schools under the Office of Chai Nat Primary Educational Service Area, with nine key informants participating. Statistical analyses include frequency, percentage, mean ( ), and standard deviation (S.D.). From the study, the following results have been found 1)that the overall mean and standard deviation of the administrative practices based on professional standards in the operational domain were high (mean = 4.02). Specific standards were ranked as follows: Standard 1 academic activities for professional development in educational administration achieved the highest mean ( = 4.24, S.D. = 0.79), followed by Standard 12 creating developmental opportunities in all situations,( = 4.14, S.D. = 0.85), Standard 10 Seek and use information for development, ( = 4.13, S.D. = 0.86), Standard 9 collaborating constructively with communities and agencies, ( = 4.11, S.D. = 0.86), Standard 11 being a leader and developing leadership,( = 4.11, S.D. = 0.85), Standard 2 Decide to carry out various activities by considering the consequences for the development of community learning personnel ( = 4.03, S.D. = 0.85), Standard 5 Develop and use management innovations to gradually produce higher quality work ( =4.02, S.D. = 0.83), Standard 7 Systematically report the results of educational quality development ( = 3.94, S.D. = 0.88), Standard 6 Perform organizational tasks with an emphasis on lasting results ( = 3.93, S.D. = 0.89), Standard 8 Act as a good role model ( = 3.93, S.D. = 0.88), Standard 3 Commit to developing colleagues to be able to work to their full potential ( = 3.85, S.D. = 0.89), and Standard 4 Develop organizational plans that can be implemented and produce actual results ( = 3.83, S.D. = 0.88), respectively. 2) The guidelines for development of the professional standards administrators according to iddhipãda 4 of school administrators under the Chainat Primary Educational Service Area Office Standard 3: Focus on fostering staff potential by recognizing exemplary performance and adhering to ethical and regulatory standards to enhance efficiency and effectiveness in line with principles of good governance. Standard 4: Develop actionable organizational plans through the application of the iddhipãda 4 principles, emphasizing satisfaction, perseverance, clear responsibilities, and strategic alignment with organizational needs. Standard 6: Emphasize sustainable organizational operations, continuously adapting to current circumstances and fostering a culture of ownership, self-improvement, and appreciation for achievements. Standard 8: Encourage exemplary conduct by recognizing outstanding civil servants annually, promoting professional stability, and advancing the quality of education.

Curriculum Management Approaches in Schools within the Nakhon Sawan Primary Educational Service Area Office, Area 2, according to Iddhipāda 4

Palwajee Boonyabut — Thu, 04 Sep 2025 00:00:00 +0700

The objectives of this research were: 1) to study the current condition of curriculum management approaches in schools within the Nakhon sawan Primary Educational Service Area Office, Area 2; 2) to identify guidelines for curriculum management in schools within the Nakhon sawan Primary Educational Service Area Office, Area 2 according to the Four Iddhipāda Principles; and 3) to evaluate the management guidelines for school curricula in schools within the Nakhon sawan Primary Educational Service Area Office, Area 2 according to the Four Iddhipāda Principles. This study employs a mixed-methods research design, integrating quantitative and qualitative approaches. The quantitative phase involved data collection from a sample of 156 participants, comprising school administrators and heads of academic affairs from schools within the Nakhon sawan Primary Educational Service Area Office, Area 2. The sample size was determined using Krejci and Morgan’s table. The research instrument used was a questionnaire assessing the state of curriculum management in schools within the Nakhon sawan Primary Educational Service Area Office, Area 2. The content validity of the questionnaire ranged from 0.66 to 1.00, with a reliability coefficient of 0.94. The statistical methods employed for data analysis included percentage, mean, and standard deviation. The findings found that 1). The overall state of curriculum management in schools within the Nakhon sawan primary educational service area office, area 2 was found to be at a high level (=4.47, S.D.=0.64). The highest mean score was observed in the curriculum development stage, which was at the highest level (=4.53, S.D.=0.61), followed by the curriculum administration preparation stage, also at the highest level (=4.52, S.D.=0.61). The stage with the lowest mean score was the supervision, monitoring, and evaluation of curriculum implementation, which was still at a high level (=4.39, S.D.=0.72). 2). The curriculum management guidelines for schools in the Nakhon sawan Primary Educational Service Area Office, Area 2, are as follows: Firstly, in the stage of curriculum administration readiness, schools must foster awareness and preparedness in developing an information system for teachers and relevant personnel and establish a systematic information management system. Secondly, in the stage of curriculum development, schools should emphasize cultivating positive attitudes toward physical and mental health and ensuring student satisfaction with their well-being. They should also develop a curriculum that promotes students’ well-being, monitor its implementation, and assess its effectiveness. Thirdly, in the stage of curriculum implementation, schools must raise awareness among teachers and personnel about the importance of curriculum quality assurance, conduct it seriously and efficiently, and continuously monitor, inspect, and evaluate the curriculum quality assurance process. Fourthly, in the stage of supervision, monitoring, and follow-up on curriculum implementation, school administrators should recognize the importance of reporting and summarizing the supervision, monitoring, and follow-up process and ensure that these reports are prepared annually. Lastly, in the stage of curriculum evaluation, improvement, and development, school administrators should enhance teachers’ and personnel’s awareness of the importance of data obtained from supervision, monitoring, and evaluation. The evaluation results should be used for planning curriculum management improvements. And 3). The evaluation results of the curriculum management guidelines in schools within the Nakhon sawan Primary Educational Service Area Office, Area 2, according to the Four Iddhipāda Principles, revealed that, overall, the guidelines were at the highest level ( = 4.66, S.D.=0.48). The accuracy was at the highest level ( = 4.68, S.D.=0.47). The feasibility was also at the highest level (= 4.61, S.D.= 0.49). The appropriateness was at the highest level (= 4.69, S.D.= 0.47). Finally, the usefulness was at the highest level ( = 4.68, S.D.= 0.48).

Analysis of the 10 routines of Thai monks

PhraSunet Anuttaro (Seekongphan) , Sirirote Namsena , Phrasrisuttipong — Fri, 12 Sep 2025 00:00:00 +0700

Research study on Analysis of the 10 routines of Thai monks There are 3 objectives: 1. To study 2. To study the 10 routines of Thai monks 3. To analyze the 10 routines of Thai monks. This research is qualitative research (Qualitative Research) and document research (Documentary Research). The research results found that 1. Monastic practices in the Theravada Buddhist scriptures It is a practice practice for monks that appears in the Theravada Buddhist scriptures. It is the 14 observances, which are duties or customs that monks should perform or follow strictly. 2. Routine practices of Thai monks To see 10 quality practices as follows: 1) The practice of entering the chapel. The Bosot is considered to be the source of the principles of democracy that the Lord Buddha gave supremacy to Thai monks. 2) The practice of collecting alms. This is my almsgiving. It is a custom and tradition of some ordained monks. It is an act that causes that person to please animals. 3) The practice of chanting and reciting the meaning with the aim of reciting it with accuracy. 4) The practice of brushing and sweeping the monastery, temple, and pagoda area. 5) The practice of maintaining the robes. 6) The practice of Staying in the Rivaskāma, Parivaskāma is called the conduct of the Wutthāna method, which means rules or steps to conduct oneself in order to get out of the wrongdoing. 7) The practice of considering the hair, hair, and nails, the preceptor can teach to those who enter to become ordained in Buddhism. Correct understanding 8) Routine practices for studying the precepts and practicing the teachings of the Master 9) Practices for penance Misdemeanor Making others aware of his own wrongdoing by revealing to others the fact that he is guilty of this offence. 10) The practice of considering the matter. 4. Thoroughly considering or discreetly considering the monks. Novices generally do this. 3. Analyze the routine practices of Thai monks. It was found that there were 10 problems with not following routines: 1) the practice of entering the chapel, 2) the practice of holding alms rounds, 3) the practice of chanting sādhāyāya, 4) the practice of sweeping the monastery, temple, and pagoda area, 5) the practice of maintaining Cloth covering 6) Practice of living in parity 7) Practice of considering hair, nails 8) Practice of studying the precepts and practicing the teachings of the master 9) Practice of penance 10) Practice of considering the four problems of the Passage. It arises from 2 things: the problem is caused by internal factors. and problems from external factors Internal factors include Lack of awareness of the importance and value of 10 routines. External factors are social, economic, and political that affect one's way of life.