วารสารมหาจุฬาตานีปริทรรศน์ มหาวิทยาลัยมหาจุฬาลงกรณราชวิทยาลัย

Characteristics of School Administrators in the 21st Century as perceived by teachers in the Sapue Khokjan Trakan School Network 2 under Ubonratchathani Primary Educational Service Area Office 2

Anuthida Pui-on — 2026-02-08

The purposes of this study were 1) to study characteristics of School Administrators in the 21st century as perceived by teachers in the Sapue Khokjan Trakan School Network 2 under Ubonratchathani Primary Educational Service Area Office 2 and 2) to compare characteristics of School Administrators in the 21st century as perceived by teachers in the Sapue Khokjan Trakan School Network 2 under Ubonratchathani Primary Educational Service Area Office 2 classified by experience and school size. The population was 87 teachers in the Sapue Khokjan Trakan School Network 2 under Ubonratchathani Primary Educational Service Area Office 2. The research instrument was questionnaire with the reliability of 0.93. The statistical tools used for data analysis are percentage, mean, standard deviation and effect size. The results were as follows: 1) The characteristics of School Administrators in the 21st Century overall were high. 2) The comparison characteristics of School Administrators in the 21st Century classified with different experience indicates difference and classified with different school size overall indicates difference.

The Development of Mathematics Learning Activities on Addition and Subtraction of Counting Number No More Than 20 By Using Inductive or Deductive Teaching Supplemented with Cartoon Exercise Emphasize Polya Problem Solving Process of Prathomsuksa 1 Student

Thikhumporn Chaiyo — 2026-02-08

This study aims to: 1) Develop mathematics learning activities on addition and subtraction of numbers up to 20 using inductive or deductive teaching methods, supplemented with cartoon-based exercises emphasizing Polya’s problem-solving process, for first-grade students. 2) Investigate students' mathematical problem-solving abilities. 3) Study and compare students' mathematics learning achievement before and after instruction. The research target group consisted of five first-grade students from Ban Nong Bua Ngoen School, Nong Wua So District, Udon Thani Province, during the second semester of the 2023 academic year. Research Findings:1) The development of mathematics learning activities on addition and subtraction of numbers up to 20, using inductive or deductive teaching methods supplemented with cartoon-based exercises emphasizing Polya’s problem-solving process, enhanced students' mathematical problem-solving abilities and learning achievement. The instructional process consisted of four stages: preparation, teaching, summarization, and application, with Polya’s problem-solving steps integrated into the teaching and application stages. 2) Students who participated in the learning activities showed improved mathematical problem-solving abilities. Their average pre-test score was 20.40 points (51.00%), while their post-test score increased to 33.20 points (83.00%), with all students scoring no less than 75% after learning, and their post-test scores being higher than their pre-test scores. 3) Students’ learning achievement in mathematics improved, with an average pre-test score of 9.00 points (46.80%) and an average post-test score of 16.80 points (84.00%). All students scored at least 75% on the post-test, and their scores after learning were higher than before.

Academic leadership of school administrators according to teachers' opinions Schools under the jurisdiction of Chachoengsao Primary Educational Service Area Office 1

วรานนท์ ผะดาวงศ์ — 2026-02-08

The objectives of this research are 1) to study the level of academic leadership of school administrators according to the opinions of school teachers under the Chachoengsao Primary Educational Service Area Office 1 2) to compare the academic conditions of school administrators. According to the opinions of teachers of schools under the jurisdiction of the Chachoengsao Primary Educational Service Area Office, District 1, classified by gender, age, and district 3) to study guidelines for academic administration in schools under the jurisdiction of the Chachoengsao Primary Educational Service Area Office, District 1, sample groups That includes There are 356 school teachers under the Chachoengsao Primary Educational Service Area Office, Area 1, academic year 2022. The tools used are questionnaires. Statistics used are frequency, percentage, mean, standard deviation, t-test, and one-way analysis of variance. The research results found that The academic leadership of educational institution administrators according to the opinions of teachers of schools under the Chachoengsao Primary Educational Service Area Office, Area 1, overall, is at the highest level. And the results of the hypothesis test found that teachers of different genders and working in different districts Have an opinion on Academic leadership of educational institution administrators Overall and each aspect were different with statistical significance at the 0.05 level. For teachers of different ages Have opinions on the academic leadership of educational institution administrators Overall and each aspect are not different.

Counseling: การให้คำปรึกษาสำหรับคุณแม่เลี้ยงเดี่ยวในพื้นที่ชายแดนภาคใต้ ของประเทศไทย

ปัทวิกาญจน์ แก้วศรีหน่อ — 2024-12-31

คุณแม่เลี้ยงเดี่ยวในพื้นที่จังหวัดชายแดนภาคใต้ของประเทศไทยเป็นกลุ่มประชากรที่เผชิญกับความเปราะบางเชิงโครงสร้าง ทั้งด้านเศรษฐกิจ สังคม วัฒนธรรม และความมั่นคง บทความนี้มีวัตถุประสงค์เพื่อศึกษาบทบาทและความสำคัญของการให้คำปรึกษา (Counseling) ในการส่งเสริมสุขภาวะจิตใจและการเสริมพลังอำนาจให้แก่คุณแม่เลี้ยงเดี่ยวในบริบทสังคมพหุวัฒนธรรมชายแดนใต้ โดยใช้การทบทวนวรรณกรรมเชิงบูรณาการจากแนวคิดคอนเซอร์ริ่ง จิตวิทยาสังคม และการพัฒนาชุมชน ผลการศึกษาพบว่า การให้คำปรึกษาที่คำนึงถึงบริบททางวัฒนธรรม ศาสนา และประสบการณ์ความสูญเสีย สามารถช่วยลดปัญหาความเครียด เสริมสร้างความเข้มแข็งทางจิตใจ และเพิ่มศักยภาพในการดำรงชีวิตของคุณแม่เลี้ยงเดี่ยวได้อย่างมีนัยสำคัญ บทความเสนอแนวทางพัฒนาระบบคอนเซอร์ริ่งเชิงวัฒนธรรมเป็นกลไกสำคัญในการพัฒนาคุณภาพชีวิตและสันติสุขในพื้นที่ชายแดนใต้

Direction of educational institution curriculum development

ชาญณรงค์ ส่งแสงรัตน์ — 2026-02-08

In developing the curriculum, it is necessary to use basic information on economics, politics, Government, society and culture By studying current problems that are worthy of improvement and change, studying developments and changes in world society. Including the future expectations of Thai society that wants to develop today's learners to reach their future goals. To be used in determining the goals of the curriculum, which will be the requirements for the structure of the curriculum. and guidelines for organizing teaching and learning activities The development of educational institution curriculum is therefore a very important part that is defined as the development of a comprehensive curriculum, which is Starting with the study and analysis of basic data. Drafting the curriculum Checking the quality of the course Applying the curriculum in real situations Including the evaluation of the curriculum in the hope that the process of developing a complete curriculum will result in an effective curriculum. The steps in developing the school curriculum It consists of 5 important steps: 1. Studying and analyzing basic information in various areas. 2. Drafting the curriculum. 3. Inspecting the quality of the curriculum. 4. Applying the curriculum and 5. Evaluation of the curriculum

Learning Management and Teaching Techniques in the 21st Century with the Digital World

ภพพล พูลสวัสดิ์ — 2026-02-08

This academic article aims to present learning management and teaching techniques in the 21st century, keeping pace with the digital world. It is a process or method of managing learning techniques for teachers to achieve the objectives of the curriculum and to develop themselves fully in all aspects, enabling them to keep up with the digital world. Developing teachers in accordance with an environment conducive to appropriate knowledge management is essential for learners in the 21st century, where they must adapt to self-directed learning and research-based knowledge acquisition. Teachers must be facilitators or designers of diverse learning activities to meet the needs of learners for skill development.Thus, the advancement of the digital world has become an integral part of learning management and learning that cannot be avoided in the current era. There must be adjustments in formats, thinking methods, activities, and evaluation methods from traditional teaching methods in today's world, which can be considered the era of "the world as a classroom." Teachers must facilitate changes in teaching formats, teaching techniques, diverse learning management, lesson plans, assessment methods, or creating new teaching innovations. It is their duty to facilitate and design activities that enable learners to assess their own progress from learning management and teaching techniques in the 21st century.