วารสารมหาจุฬาตานี ปริทรรศน์ มหาวิทยาลัยมหาจุฬาลงกรณราชวิทยาลัย

School Administration towards Digital Organization within the Chai Buri District Network Group Under the Surat Thani Primary Educational Service Area Office 3.

จุฑามาศ รัตนบุรี — 2026-06-30

This research employed a mixed-methods design with the following objectives: 1) to study school administration toward becoming a digital organization; and 2) to examine school administration toward becoming a digital organization in the Chai Buri District Network Cluster under the Surat Thani Primary Educational Service Area Office 3. The population consisted of 92 school administrators and teachers in the 2025 academic year (B.E. 2568). A purposive sampling method was used to select 5 key informants. Data were collected through questionnaires and semi-structured interviews. The data were analyzed using mean, standard deviation, percentage, frequency, and content analysis of the interview data. The reliability of the instrument was 0.94. The findings revealed that overall school administration toward becoming a digital organization was at a high level. When considered by aspects, the results were ranked as follows: digital citizenship, digital literacy, digital vision, and digital culture, respectively. Guidelines for developing school administrators indicated that schools should organize participatory meetings involving all sectors to analyze weaknesses and clearly determine the direction for digital transformation. They should accelerate the establishment of quality management systems and allocate budgets to concretely support digital innovation among teachers and students. In addition, policies and regulations in accordance with digital laws should be formulated to promote responsible digital usage. Furthermore, personnel should be developed to enhance technological literacy, and a digital-friendly environment should be fostered as a normal practice in order to improve the overall quality of education.

Academic Management in the 21st Century of School Administrators Under the Phang Nga Provincial Office of Learning Encouragement.

ปรารถนา ภิรมย์ — 2026-06-30

This research employed a mixed-methods design with the following objectives: 1) to examine academic administration in the 21st century, and 2) to explore guidelines for developing 21st-century academic administration among school administrators under the Phang Nga Provincial Office of Learning Encouragement. The population consisted of 71 participants, including school administrators, civil servant teachers, and learning center teachers. The key informants for interviews totaled 10 persons, comprising 3 school administrators, 2 civil servant teachers acting as school directors, 2 civil servant teachers who had previously served as acting school directors, and 3 learning center teachers holding a master’s degree in Educational Administration. The research instruments included a five-point rating scale questionnaire on 21st-century academic administration and a structured interview form. The statistics used for data analysis were percentage, mean, standard deviation, and content analysis. The overall reliability of the instrument was 0.96. The research findings revealed that the overall level of 21st-century academic administration among school administrators under the Phang Nga Provincial Office of Learning Encouragement was at a high level. When ranked in order, the aspects were as follows: development and utilization of educational technology and media; instructional management; educational supervision; measurement, evaluation, and credit transfer implementation; and school curriculum development, respectively. Regarding the development guidelines, it was found that administrators should systematically develop teachers through active learning management and digital technology integration. They should drive flexible competency-based curricula aligned with community contexts, emphasizing participatory approaches. The assessment system should be reformed to focus on authentic assessment that supports the transfer of prior learning and experience. Educational supervision should adopt a collegial approach to foster professional learning communities. Furthermore, the use of innovative media and digital culture in academic administration should be promoted, with an emphasis on developing learners’ thinking and communication skills to sustainably enhance learner quality in the 21st century.

School - Based Management of School Administrators for Schools within the Srisangwal Educational Quality Development Center Under the Chiang Mai Primary Educational Service Area Office 3.

ธนวัฒน์ คำทอง — 2026-06-30

This research employed a mixed-methods approach with the objectives of 1) studying school-based management of school administrators and 2) examining guidelines for developing school-based management among administrators in the Srisangwan Educational Quality Development Center under the Chiang Mai Primary Educational Service Area Office 3 in Chiang Mai. The population consisted of 106 participants, including 9 school administrators and 97 teachers and educational personnel, and the sample comprised the same 106 administrators and teachers. The research instruments used for data collection were a questionnaire and an interview form, with an overall reliability coefficient of 0.998. Data were analyzed using mean, standard deviation, percentage, and content analysis. The findings indicated that overall school-based management was at a high level in all aspects, with the highest mean found in self-management, followed by participatory management and decentralization, including the devolution of educational authority to the public and educational institutions. However, schools should improve resource management systems to enhance efficiency, promote genuine participation, and develop transparent monitoring systems in order to strengthen school-based management and contribute to the sustainable development of students’ quality.

Development of Schools into Learning Organization in Srivijaya Secondary School Cluster Under the Secondary Educational Service Area Office Lampang Lamphun.

พงศกร สุริยะ — 2026-06-30

Schools into Learning Organization in Srivijaya Secondary School cluster Under the Secondary Educational Service Area Office Lampang Lamphun, and (2) the guidelines for school development toward becoming a learning organization among school administrators in the Sriwichai School Cluster, under the Lampang-Lamphun Secondary Educational Service Area Office. This research was a mixed methods research, consisting of quantitative data collection using questionnaires from school directors and teachers in the Sriwichai School Cluster, under the Lampang-Lamphun Secondary Educational Service Area Office, and qualitative data collection through interviews with school directors with the rank of Special Expert or higher. The research results found that (1) the state of school development toward becoming a learning organization among school administrators in the Sriwichai School Cluster, under the Lampang-Lamphun Secondary Educational Service Area Office, was at a high level, ranked from highest to lowest mean as follows: empowerment of members in the organization, followed by organizational change, and learning dynamics. Knowledge management is ranked in order, and the area with the lowest average ranking is the application of technology (2) Guidelines for developing educational institutions into learning organizations for school administrators in the Sriwichai School Cluster, under the Lampang-Lamphun Secondary Education Area Office, are: educational institutions must establish an IT system, develop personnel skills, and use a database for management, along with creating a digital learning community for sustainability. Technology must be used in teaching, management, and cooperation in sharing educational resources. Supervision and monitoring should use digital evaluation to check the consistency of technology use with learning outcomes, analyze strengths and areas for improvement, and provide timely and targeted suggestions. The evaluation results should be used to develop standard practices, enhance learning continuity, promote innovation, and use the data to plan for sustainable development in the following year.

Management towards Learning Organization of Schools within the Mae La Noi Educational Management Center Under the Mae Hong Son Primary Educational Service Area Office 2.

Kanokporn — 2026-06-30

The objectives of this research were to: 1) study the current state of learning organizations in educational institutions under the Mae La Noi Educational Management Center, Mae Hong Son Primary Educational Service Area Office 2; and 2) identify administrative guidelines for developing these institutions into learning organizations. The population consisted of 107 personnel from the 2025 academic year, comprising 9 school administrators and 98 teachers. The research instruments included questionnaires and interviews. Data were analyzed using mean, standard deviation, and content analysis. The research findings revealed that the current state of learning organizations under the Mae La Noi Educational Management Center, in overall, was at a high level. Regarding the administrative guidelines for developing learning organizations, the results can be summarized into five key dimensions (1) Shared Vision School administrators clearly communicate the vision and encourage personnel to participate in driving the institution forward (2) Team Learning Administrators create awareness of diversity and instill values of mutual respect among staff. (3) Mental Models Administrators promote job analysis through Professional Learning Communities (PLC) to develop systematic analytical skills. (4) Systems Thinking Administrators encourage and provide opportunities for personnel to participate in organizational change. (5) Personal Mastery: Administrators promote creativity and innovation among staff through consistent supervision and support.

Innovative Leadership in the Digital Age of School Administrators in the Network of Chai Buri Under the Surat Thani Primary Educational Service Area Office 3

อังคณา คชเดช — 2026-06-30

This research aimed to study innovative leadership in the digital era of school administrators in the Chaiburi Network under the Surat Thani Primary Educational Service Area Office 3. The sample group consisted of 92 participants, including 12 school administrators, 80 teachers, and 5 experts who provided information through interviews. The research instruments were a questionnaire and an interview form. Data were analyzed using percentage, mean, standard deviation, and content analysis. 1) The research findings indicated that the innovative leadership in the digital era of school administrators in the Chaiburi Network, under the Surat Thani Primary Educational Service Area Office 3, was overall at a high level. The aspect with the highest mean score was teamwork and participation (= 4.31), followed by creating an innovative organizational climate (= 4.26), having a vision for change (= 4.19), and creative thinking skills (= 4.18). The aspect with the lowest mean score was the use of digital technology (= 3.95), although it was still evaluated at a high level. 2) Guidelines for developing innovative leadership among school administrators include enhancing knowledge, skills, and selecting effective communication and public relations methods to promote innovative leadership. Administrators should demonstrate initiative, accept new ideas and perspectives, and be prepared to adapt to changing situations. They should also conduct organizational analysis (SWOT), allocate budgets and personnel to support digital technology development, apply good governance principles in school administration, promote teamwork and participation through the PDCA quality cycle, and utilize professional learning community activities to foster innovation that enhances administrative effectiveness

INTEGRATING BUDDHIST PRINCIPLES TO PROMOTE AWARENESS OF POLITICAL PARTICIPATION AMONG PHITSANULOK ROVINCIAL TRANSPORT OFFICE PERSONNEL

ชญาณี เสมอ — 2026-06-30

The purposes of this research were to; 1) Study the level of political participation awareness 2) Compare political participation awareness categorized by personal factors 3) Present the integration of Buddhist principles in promoting political participation awareness among personnel at the Phitsanulok Provincial Transport Office. Conducted by the mixed research method. The quantitative research used questionnaire as a tool to collect data from 74 and a qualitative research used an in-depth interviews to data from 9 key informants and the data were analyzed by content descriptive interpretation. The research results were found that: 1) The overall level of opinion regarding the promotion of political participation awareness among personnel was high. 2) The results of the comparison among personal opinions with different gender, age, education, occupation and monthly income had no different opinions at statistically significant level of 0.05 no accepted the set hypothesis 3) The integration of Buddhist principles in promoting political participation awareness among personnel showed positive results in several areas: receiving political information through multiple channels; engaging in political discussions both within and outside the organization; exercising freedom of expression through opportunities for constructive expression; and demonstrating civic responsibility. Emphasis is placed on elections and political participation, including educating others about politics.

TEACHER DEVELOPMENT IN CREATING A LEARNING ECOSYSTEM CONDUCIVE TO STUDENT DEVELOPMENT AT BAN KHLONG PHUAN PRATEEP BAMRUNG SCHOOL, UNDER THE OFFICE OF THE PRIMARY EDUCATIONAL SERVICE AREA, KRABI.

Nantikan Sangwichian — 2026-06-30

This research aims to 1) study the current situation, desired situation, and necessary needs in creating a learning ecosystem conducive to student development; 2) develop teachers working in a learning ecosystem conducive to student development; and 3) evaluate the teacher development process in creating a learning ecosystem conducive to student development. The research was conducted using action research in two cycles consisting of four steps: planning, action, observation, and reflection. The target group was teachers at Ban Khlong Phuan Prateep Bamrung School. The study involved eight teachers selected using purposive sampling. The research instruments included questionnaires, knowledge tests, behavioral observation forms, lesson plan evaluation forms, learning ecosystem skills evaluation forms, and satisfaction evaluation forms. Data was analyzed using basic statistics such as percentages, means, standard deviations, and content analysis. The research findings showed that: 1) The current state of the learning ecosystem conducive to student development was at a low level (=2.49), while the desired state was at the highest level (=4.80), resulting in a high need (PNI=0.92). The issues with the highest need were learning methods and learning content. 2) The results of teacher development through workshops showed that post-training knowledge scores were significantly higher than pre-training scores (44.58 and 91.67, respectively), and evaluations of participation behavior, lesson plans, and learning ecosystem skills were at the highest level. 3) Teachers' overall satisfaction with the teacher development process was at the highest level (=4.63). Recommendations from the research suggest that the learning ecosystem should be structured in a way that facilitates student development. Learners should work collaboratively and rely on teamwork among all relevant stakeholders.

THE LEARNING TOGETHER TECHNIQUE WITH AUTHENTIC MATERIALS IN SOCIAL STUDIES TO DEVELOP SOCIAL AND CROSS CULTURAL SKILLS OF GRADE 9 STUDENTS

sudarat kaewpeng — 2026-06-30

The purposes of this research were to: 1) compare students Social and Cross Cultural Skills before and after the implementation of the Learning Together approach integrated with authentic materials 2) compare students learning achievement before and after the intervention and 3) examine students satisfaction with the Learning Together approach integrated with authentic materials. The sample consisted of one classroom of Grade 9 students at Sahakornprachanukool School, Chum Kho Subdistrict, Pathiu District, Chumphon Province, during the second semester of the 2025 academic year. The participants were selected through cluster random sampling. The research instruments included: 1) lesson plans based on the Learning Together approach integrated with authentic materials 2) a learning achievement test 3) a Social and Cross Cultural Skills assessment instrument and 4) a student satisfaction questionnaire. The data were analyzed using percentage, mean, standard deviation, and dependent samples t-test. The findings revealed that: 1) students Social and Cross Cultural Skills after the intervention were higher than those prior to the intervention 2) students post-intervention learning achievement scores were significantly higher than their pre-intervention scores at the .05 level of statistical significance and 3) students satisfaction with the Learning Together approach integrated with authentic materials was at the highest level.