Interdisciplinary Academic and Research Journal

The Role of School Administrators in the Implementation of the Student Care and Support System of Schools Under the Office of Special Education Administration, Northeastern Region

2025-04-13T19:33:44+07:00

Background and Aims: The Thai education system today faces numerous challenges due to the rapid advancement of Thai society in various aspects, particularly in the areas of economy, culture, and technology, all of which have become increasingly influential in the lives of children and youth. The progress of science and technology has brought about significant changes in many areas. The student support system is an educational process within schools that focuses on promotion, prevention, and problem-solving, aiming to enhance the quality of life and development of every student. The objective of this research is to study and compare the level of opinions of personnel regarding the role of school administrators in implementing the student support system in schools under the Special Education Administration Office of the Northeastern Region, classified by education level and position. Additionally, the research aims to explore ways to develop the role of school administrators in implementing the student support system in schools under the Special Education Administration Office of the Northeastern Region.

Methodology: The sample group used in this research consisted of 330 personnel from schools under the jurisdiction of the Bureau of Special Education Administration in the Northeastern region. The sample size was determined using Krejcie and Morgan’s sampling table, followed by stratified random sampling. The research instruments included a 5-point Likert scale questionnaire with an Index of Item-Objective Congruence (IOC) ranging from 0.80 to 1.00, and a reliability coefficient of 0.81, as well as a structured interview. The statistical methods used for data analysis included frequency, percentage, mean, standard deviation, t-test, and F-test.

Results: The study findings revealed the following: 1. The role of school administrators in implementing the student support system in schools is overall at a high level (= 4.38; S.D.= 0.42). 2. The role of school administrators in implementing the student support system in schools under the Special Education Administration Office of the Northeastern Region, when classified by education level and position, showed significant statistical differences at the .05 level. And 3. The development guidelines for the role of school administrators in implementing the student support system in schools under the Special Education Administration Office of the Northeastern Region indicate that there should be systematic monitoring and data collection on students' health and behavior. A variety of screening methods should be used to classify students into normal, at-risk, or problematic groups. Special support should be provided for students with exceptional abilities, and appropriate activities should be promoted. Opportunities should be given for students to participate and take leadership roles in organizing activities. The use of technology in providing timely counseling and support for students should be encouraged, and information should be used to refer students with serious problems to experts, with continuous follow-up.

Conclusion: The role of school administrators in implementing the student support system is overall at a high level, with significant statistical differences based on education level and position. The development guidelines suggest systematically monitoring students' health and behavior data, utilizing technology and information systems for counseling, and referring students with serious problems to experts, with continuous follow-up.

The Promotion of Moral and Ethical Conduct Among Teachers and Educational Personnel under the Nakhon Ratchasima Secondary Educational Service Area Office

2025-04-22T06:59:54+07:00

Background and Aims: Morality and ethics are considered fundamental principles for every human being. Morality serves as a key guideline for individuals or society to apply in their daily lives. It helps individuals perform their duties smoothly, achieve success in their work, and become good members of their families, society, and the nation. For teachers, morality must go hand in hand with the profession; a teacher without morality is like a monk without precepts. Morality is a fundamental aspect for everyone and all professions. This research aims to: 1) Study the level of personnel’s opinions on the promotion of morality and ethics among government teachers and educational personnel, and 2) Compare the levels of those opinions, categorized by educational level, work experience, and position, within the Secondary Educational Service Area Office Nakhon Ratchasima. Additionally, it seeks to explore approaches for promoting morality and ethics among government teachers and educational personnel under the Secondary Educational Service Area Office in Nakhon Ratchasima.

Methodology: The sample group used in this research consisted of school administrators, teachers, and educational personnel under the Nakhon Ratchasima Secondary Educational Service Area Office. The sample of 351 individuals was selected using stratified random sampling. The research instruments included a 5-point Likert scale questionnaire and a structured interview. The Index of Item-Objective Congruence (IOC) ranged from 0.80 to 1.00, and the reliability coefficient was 0.84. The statistical methods used for data analysis included frequency, percentage, mean, standard deviation, t-test, F-test (ANOVA), and pairwise comparison using Scheffé’s method.

Results: The research findings revealed that: 1. The overall level of promoting morality and ethics among teachers and educational personnel under the Nakhon Ratchasima Secondary Educational Service Area Office was rated as high. When considering each aspect individually, the promotion of morality and ethics in all areas was also rated at a high level. 2. The promotion of morality and ethics, when classified by educational background, work experience, and job position, showed statistically significant differences at the .05 level. 3. Guidelines for promoting morality and ethics among teachers and educational personnel under the Nakhon Ratchasima Secondary Educational Service Area Office were identified as follows: safeguarding national independence and sovereignty; adhering to religious principles and respecting religious diversity; conducting oneself within moral boundaries; performing duties with a strong sense of responsibility, considering the benefit of the public service and relevant stakeholders; developing work systematically; applying modern technology and engaging in continuous self-development to achieve targeted outcomes; providing services willingly; treating everyone equally and respectfully; being a good citizen who respects the law, maintains discipline, and upholds professional standards; using polite language; listening attentively to others' opinions; and practicing compassion.

Conclusion: The promotion of morality and ethics among teachers and educational personnel focuses on instilling positive values, honesty, and a strong sense of duty. It emphasizes being a good role model for students and society, as well as working with transparency and accountability. Activities such as training sessions, awareness-building programs, and continuous evaluations are organized to foster and develop professional ethics in the teaching profession.

The Implementation of Sappurisa Dhamma in Personnel Management by School Administrators under the Rayong Primary Educational Service Area Office 2

2025-04-20T10:54:21+07:00

Background and Aims: Personnel management in educational institutions is considered a key element in enhancing the potential of staff to effectively fulfill the institution’s mission. An effective approach to improving personnel management is the application of ethical principles, particularly the Sappurisa Dhamma 7, a set of Buddhist virtues related to moral leadership and ethical administration. The objectives of this research were to: 1. Study the application of the Seven Principles of a Virtuous Person (Sappurisa Dhamma) in personnel administration by school administrators under the Rayong Primary Educational Service Area Office 2. 2. Compare the application of the Seven Principles of a Virtuous Person in personnel administration by school administrators under the Rayong Primary Educational Service Area Office 2. And 3. Explore guidelines for applying the Seven Principles of a Virtuous Person in personnel administration by school administrators under the Rayong Primary Educational Service Area Office 2.

Methodology: The sample group used in this research consisted of 274 participants, including school administrators, teachers, and educational personnel in schools under the Rayong Primary Educational Service Area Office 2 in the academic year 2024. The sample size was determined using Krejcie and Morgan’s sampling table and obtained through stratified random sampling. The research instruments consisted of a 5-point Likert scale questionnaire and a semi-structured interview. The statistical methods used for data analysis included frequency, percentage, mean, standard deviation, t-test, and F-test.

Results: Research Findings: 1. The overall application of the Seven Principles of a Virtuous Person (Sappurisa Dhamma) in personnel administration by school administrators under the Rayong Primary Educational Service Area Office 2 was found to be at a high level. When considered by individual aspects, all aspects were also at a high level. 2. The comparison of the application of the Seven Principles of a Virtuous Person in personnel administration, categorized by position, revealed that the overall mean scores of opinions significantly differed at the .05 level. 3. The comparison of the application of the Seven Principles of a Virtuous Person in personnel administration by school administrators under the Rayong Primary Educational Service Area Office 2, categorized by school size, showed that in small-sized schools, both the overall and individual aspects were at a high level. When categorized by educational level, there were no significant differences in practice, both overall and by individual aspects.

Conclusion: The application of the Seven Principles of a Virtuous Person (Sappurisa Dhamma) in personnel administration by school administrators under the Rayong Primary Educational Service Area Office 2 emphasizes ethical leadership, such as true knowledge, honesty, and selflessness, for the benefit of the organization and its personnel. This approach promotes transparency, fairness, and fosters long-term trust within the organization.

School Public Relations Administration under the Office of Special Education Administration, Nakhon Si Thammarat Province

2025-04-21T22:04:32+07:00

Background and Aims: School public relations aim to help the public understand the school's operations and roles, fostering positive feelings and smooth relationships between the school and the community. This is especially important for schools under the Bureau of Special Education Administration, which focus on providing basic education for children with disabilities and underprivileged individuals. The goal is to improve their quality of life, enabling them to be self-reliant and live happily within society. The objectives of this research are to study and compare the levels of opinions of stakeholders regarding the public relations management of schools under the Office of Special Education Administration, Nakhon Si Thammarat Province, classified by educational background, position, and age, and to explore guidelines for the public relations management of schools under the Office of Special Education Administration, Nakhon Si Thammarat Province.

Methodology: The population in this research consisted of 614 stakeholders from schools under the Bureau of Special Education Administration in Nakhon Si Thammarat Province. The sample group included 237 individuals, determined using Krejcie and Morgan’s sampling table and selected through stratified random sampling. The research instruments included a 5-point Likert scale questionnaire and a semi-structured interview. The Index of Item-Objective Congruence (IOC) ranged between 0.80 and 1.00, and the reliability coefficient was 0.83. The statistical methods used for data analysis included frequency, percentage, mean, standard deviation, t-test, and F-test.

Results: The research findings revealed that: 1. The overall level of public relations management in schools under the Office of Special Education Administration, Nakhon Si Thammarat Province, was rated as high. 2. The comparison of public relations management classified by educational level showed no significant differences overall; however, differences were found in the areas of communication and operations, and evaluation. When classified by position, there were statistically significant differences at the .05 level overall, except in the areas of research and listening, and evaluation. When classified by age, no significant differences were found either overall or in specific aspects. 3. Guidelines for improving public relations management in schools under the Office of Special Education Administration, Nakhon Si Thammarat Province, indicated that the development of school public relations should be a continuous process that relies on cooperation from all stakeholders. Implementation of the proposed guidelines would enable schools to communicate information accurately, timely manner, and effectively, leading to a positive image of the school and strong participation from the surrounding community and society.

Conclusion: The public relations management of the Office of Special Education Administration focuses on disseminating accurate and comprehensive information regarding policies, activities, and approaches to special education. It aims to promote understanding and cooperation among schools, parents, communities, and relevant agencies by utilizing a variety of media and communication channels to build a positive image and support the educational rights of students with special needs.

School Administration Towards a Learning Organization of Educational Institutions under the Pathum Thani Provincial Office of Vocational Education

2025-04-27T15:11:10+07:00

Background and Aims: The objectives of this research were to: (1) study school administration toward becoming a learning organization in educational institutions under the Pathum Thani Provincial Office of Vocational Education. (2) Compare school administration toward becoming a learning organization, classified by position, educational level, and work experience. And (3) to design a management approach for developing educational institutions under the Pathum Thani Provincial Office of Vocational Education into learning organizations.

Methodology: The sample group used in this research consisted of school administrators and teachers from educational institutions under the Pathum Thani Provincial Office of Vocational Education in the 2024 academic year, totaling 186 participants. The sample size was determined using Krejcie and Morgan’s table, and the participants were selected using stratified random sampling. The research instrument was a questionnaire based on a Likert-type rating scale. The instrument's content validity was verified, and the reliability of the entire questionnaire was assessed using Cronbach’s alpha coefficient. The statistical methods employed for data analysis included frequency, percentage, mean, and standard deviation.

Results: The research findings revealed that 1. The analysis of opinions on school administration towards becoming a learning organization in institutions under the Pathum Thani Provincial Office of Vocational Education revealed that, overall, the opinions were at a high level. (\bar{x}=3.83, S.D.= 0.64) 2. The results of the comparison of opinions on school administration towards becoming a learning organization, classified by position, revealed that overall, there were statistically significant differences in opinions on school administration towards becoming a learning organization at the .05 level. And 3. the analysis of strategies for school administration towards becoming a learning organization in institutions under the Pathum Thani Office of Vocational Education emphasized the importance of knowledgeable personnel. Key strategies for promoting a learning organization included organizing subject-area or departmental meetings for knowledge sharing, creating platforms for idea exchange, and conducting internal seminars to encourage collaborative learning and the sharing of discoveries.

Conclusion: The effectiveness of school administration toward becoming a learning organization was found to be at a high level. Opinions on administration differed according to staff positions. Key strategies for promotion include organizing knowledge-sharing forums, conducting internal meetings, and encouraging continuous collaborative learning among personnel.

Administration of the School Lunch Program in Schools under the Saraburi Primary Educational Service Area Office 2

2025-04-20T20:05:33+07:00

Background and Aims: The objective of this research is to study and compare the levels of opinions of personnel regarding the management of the school lunch program in educational institutions under the Saraburi Primary Educational Service Area Office 2, categorized by position and school size. Additionally, the research aims to explore the management approaches for the school lunch program in these institutions.

Methodology: The sample used in this research consisted of 313 participants, selected through stratified random sampling. The research instruments included a 5-point Likert scale questionnaire with an Item-Objective Congruence (IOC) value ranging from 0.80 to 1.00 and a reliability coefficient of 0.83, as well as a structured interview form. The data were analyzed using statistics, including frequency, percentage, mean, standard deviation, t-test, and F-test.

Results: Research findings revealed that: 1. The overall management of the school lunch program in educational institutions under the Saraburi Primary Educational Service Area Office 2 was rated at a high level. When considered by individual aspects, all areas were rated highly. 2. The management of the school lunch program in these institutions, categorized by position, showed no significant differences. 3. The management of the school lunch program, categorized by school size, showed no significant differences overall. However, there were differences in the aspect of service quality. 4. Guidelines for improving the management of the school lunch program in these institutions suggest that efforts should focus on providing continuous health services and student nutrition care. This should be integrated with agricultural, food, and health education to promote learning. Additionally, measures for sanitation should be enhanced, such as controlling pests and insects that transmit diseases, and promoting strict personal hygiene among students. In terms of nutrition, the management system should be improved to ensure that students receive a balanced and sufficient diet. Furthermore, in the areas of finance and budgeting, it is important to allocate funds according to the program's objectives and support resources for teaching and kitchen operations to elevate the overall quality of the program.

Conclusion: The management of the school lunch program should include continuous care for students' nutrition and health, with an emphasis on integrating agriculture, food, and health. Sanitation measures and disease prevention should be strengthened, while the management system should be developed for greater efficiency. Budget allocation should align with the program’s objectives, and resources should be allocated to enhance the overall quality of the school lunch program.

The Budget Administration of Schools under the Buriram Primary Educational Service Area Office 3

2025-04-20T20:08:35+07:00

Background and Aims: The objective of this research was to study and compare the levels of personnel’s opinions toward the budget administration of schools under the Buriram Primary Educational Service Area Office 3, categorized by position, work experience, and school size. The research also aimed to explore guidelines for budget administration in schools under the Buriram Primary Educational Service Area Office 3.

Methodology: The sample consisted of 331 personnel from schools under the Buriram Primary Educational Service Area Office 3. The sample size was determined using Krejcie and Morgan's sampling table and selected through stratified random sampling. The research instruments included a 5-point Likert scale questionnaire and a structured interview. The Item-Objective Congruence (IOC) values ranged from 0.80 to 1.00, and the reliability coefficient was 0.81. The data were analyzed using statistical methods, including frequency, percentage, mean, standard deviation, t-test, and F-test.

Results: Research findings revealed that: 1. The overall budget administration of schools under the Buriram Primary Educational Service Area Office 3 was rated at a high level. 2. When categorized by position, overall opinions showed no significant differences. However, significant differences were found in specific areas, including financial management, accounting administration, and asset and inventory management. When categorized by work experience, there were no significant differences overall, but differences were found in the area of resource mobilization and educational investment. When categorized by school size, overall results showed statistically significant differences at the .05 level. Differences were also found in the areas of monitoring, evaluation, and reporting; resource mobilization and educational investment; financial management; and accounting administration. 3. Guidelines for budget administration in schools under the Buriram Primary Educational Service Area Office 3 include: (1) Budget proposal and preparation, (2) Budget allocation, (3) Monitoring, evaluation, and reporting, (4) Resource mobilization and educational investment, and (5) Financial management, asset, and inventory management.

Conclusion: The budget administration of schools should be conducted efficiently, transparently, and with accountability, in alignment with the educational development plan. Budget allocation should correspond to its intended purposes and emphasize cost-effectiveness. Continuous monitoring and evaluation of budget utilization will help enhance the quality of school management and teaching and learning processes.

Utilization of Technology for School Administration in the Digital Age under the Jurisdiction of Nakhon Ratchasima Primary Educational Service Area Office 1

2025-04-20T11:55:27+07:00

Background and Aims: At present, the advancement of digital technology plays a significant role in daily life, particularly in the field of education, where technology has been increasingly integrated into school administration. School administrators must possess a clear vision regarding the application of information technology in educational institutions. They need to have knowledge, understanding, and a strong emphasis on information technology to enhance teaching skills, learning processes, and educational development. This research aims to study and compare the use of technology in school administration in the digital era under the Office of Nakhon Ratchasima Primary Educational Service Area 1, categorized by educational level, position, and work experience. Additionally, it seeks to explore guidelines for applying technology in school administration in the digital era within the same office.

Methodology: The sample group comprised 322 participants, including school administrators and teachers. The research instruments were a 5-point Likert scale questionnaire and a structured interview form. The statistical methods employed for data analysis included frequency, percentage, mean, standard deviation, t-test, and F-test.

Results: The research findings revealed that: 1. The overall use of technology in school administration in the digital era was at a high level. When considering each aspect individually, all aspects were also rated at a high level. The highest mean score was found in general administration, followed by budget administration and academic administration, respectively. The aspect with the lowest mean score was personnel administration. 2. The results of comparing opinions on the use of technology in school administration in the digital era, categorized by educational level, position, and work experience, showed statistically significant differences at the .05 level in the overall perspective. However, when considering each aspect individually, no significant differences were found. And 3. the analysis of suggestions for improving the use of technology in school administration in the digital era indicated four key areas: academic administration, budget administration, personnel administration, and general administration.

Conclusion: The research findings revealed that the use of technology in school administration was at a high level, particularly in general administration, while personnel administration had the lowest average score. Opinions on the use of technology significantly differed based on educational level, position, and work experience, although no significant differences were found across individual aspects. The proposed development guidelines comprised four main areas: academic affairs, budget administration, personnel administration, and general administration.

The Implementation of Safe School Operations by Schools Under the Jurisdiction of the Nong Khai Primary Educational Service Area Office 2

2025-04-13T19:30:50+07:00

Background and Aims: Education plays an important role in national development, serving as a key process in developing human resources to meet the country's needs and direction. Regarding student safety at school, schools are places where students spend most of their time and are considered their second home. If the school environment is unsafe, it can increase the risk of accidents. The objective of this research is to study the level of implementation of the safe school program in schools under the jurisdiction of the Nong Khai Primary Educational Service Area Office 2, and to compare the level of opinions of personnel regarding the implementation of the safe school program in these schools, classified by position, work experience, and school size. Additionally, the research aims to explore ways to improve the implementation of the safe school program in schools under the jurisdiction of the Nong Khai Primary Educational Service Area Office 2.

Methodology: The sample used in this research consists of 292 personnel from schools under the jurisdiction of the Nong Khai Primary Educational Service Area Office 2. The sample was determined using the Krejcie and Morgan sampling table, with stratified random sampling. The research instruments include a 5-point Likert scale questionnaire and a semi-structured interview, with IOC values ranging from 0.80 to 1.00, and a reliability coefficient of 0.80. The statistical methods used for data analysis include frequency, percentage, mean, standard deviation, t-test, F-test, and pairwise comparison using Scheffe’s Method.

Results: The findings of the study revealed the following: 1. The overall implementation of the safe school program in schools under the jurisdiction of the Nong Khai Primary Educational Service Area Office 2 is at a high level (\bar{x}= 4.32; S.D.= 0.43). When examined by individual aspects, all aspects are also at a high level. 2. The implementation of the safe school program in schools under the jurisdiction of the Nong Khai Primary Educational Service Area Office 2, when classified by position, showed significant statistical differences at the .05 level, both overall and in individual aspects. 3. The implementation of the safe school program in schools under the jurisdiction of the Nong Khai Primary Educational Service Area Office 2, when classified by work experience, showed no significant differences overall or in individual aspects. 4. The implementation of the safe school program in schools under the jurisdiction of the Nong Khai Primary Educational Service Area Office 2, when classified by school size, showed significant statistical differences overall at the .05 level, and in individual aspects such as education and enforcement. Other aspects showed no significant differences. And 4. The development guidelines for the implementation of the safe school program in schools under the jurisdiction of the Nong Khai Primary Educational Service Area Office 2 indicate that developing a safe school environment is crucial and must be carried out systematically, covering areas such as prevention, education, enforcement, and control activities. In the prevention aspect, it is recommended that homeroom teachers or advisors be assigned to assess students individually. Additionally, physical environments in schools, such as classrooms, laboratories, restrooms, and other areas, should be made safe.

Conclusion: The implementation of the safe school program in schools under the jurisdiction of the Nong Khai Primary Educational Service Area Office 2 is at a high level. The position of personnel and the size of the school have a significant impact on the implementation, while experience does not result in any significant differences. Regarding development, it should be carried out systematically, covering all aspects, with a focus on creating a safe school environment and assessing students individually.

The Ethical Leadership of School Administrators under the Jurisdiction of the Secondary Educational Service Area Office, Ubon Ratchathani–Amnat Charoen

2025-04-16T09:25:29+07:00

Background and Aims: The objectives of this research were to: (1) study the ethical leadership of school administrators; (2) compare the ethical leadership of school administrators classified by educational background and work experience; and (3) propose guidelines for promoting ethical leadership among school administrators under the Secondary Educational Service Area Office Ubon Ratchathani–Amnat Charoen.

Methodology: The sample group in this research consisted of 346 teachers. The research instrument was a five-point Likert scale questionnaire, with content validity indices ranging from 0.80 to 1.00, and an overall reliability coefficient (Cronbach’s alpha) of 0.894. The statistical methods used for data analysis included frequency, percentage, mean, standard deviation, t-test, and F-test.

Results: The research findings revealed that the overall and dimensional levels of ethical leadership among school administrators were high. When classified by educational background, no statistically significant differences were found at the .05 level. However, when classified by work experience, a statistically significant difference at the .05 level was found between administrators with 1–10 years of experience and those with more than 21 years of experience. The proposed guidelines for promoting ethical leadership among school administrators under the Secondary Educational Service Area Office Ubon Ratchathani–Amnat Charoen comprise five key dimensions: (1) integrity, (2) fairness, (3) responsibility, (4) empathy, and (5) positive interpersonal relationships.

Conclusion: The ethical leadership of school administrators was found to be at a high level, both overall and across all dimensions. No significant differences were found based on educational background; however, significant differences were observed in certain ranges of work experience. The recommended guidelines for promoting ethical leadership emphasize integrity, fairness, empathy, and the development of positive relationships.

Internal Quality Assurance of Educational Institutions under the Office of Buriram Primary Educational Service Area 4

2025-04-23T11:28:55+07:00

Background and Aims: Internal quality assurance in educational institutions is a crucial process for the continuous development of educational management quality. The Buriram Primary Educational Service Area Office 4 emphasizes implementing a quality assurance system to effectively raise the educational standards in the area. Educational quality assurance serves as an essential mechanism for indicating the efficiency and effectiveness of teachers and school personnel, enabling them to operate systematically. This research aims to study and compare the levels of opinions of administrators and teachers regarding internal quality assurance in schools under the Buriram Primary Educational Service Area Office 4, categorized by position, department, and school size. Additionally, it aims to explore guidelines for promoting internal quality assurance in schools under the same office, also categorized by position, department, and institutional size.

Methodology: The sample group used in this research consisted of 334 administrators and teachers from educational institutions under the Office of Buriram Primary Educational Service Area 4. The sample was determined using stratified random sampling. The research instruments included a five-point Likert scale questionnaire and a semi-structured interview. The Item-Objective Congruence (IOC) values ranged between 0.80 and 1.00, and the reliability coefficient was 0.81. The statistical methods used for data analysis included frequency, percentage, mean, standard deviation, t-test, F-test, and pairwise comparison using Scheffé's method.

Results: The research findings revealed that: 1. Overall, the internal quality assurance of educational institutions was at a high level (\bar{x}= 4.26; S.D.= 0.52). When considered by individual aspects, all aspects were also at a high level. 2. When categorized by position, the overall internal quality assurance of educational institutions showed statistically significant differences at the .05 level. Differences were also found in specific aspects: the establishment of educational standards, the development of educational management plans focusing on quality according to educational standards, and the preparation of self-assessment reports. 3. When categorized by department, there were no significant differences in the overall or individual aspects of internal quality assurance. 4. When categorized by school size, there were statistically significant differences at the .05 level in both overall and individual aspects of internal quality assurance. And 5. Guidelines for promoting internal quality assurance of educational institutions under the Office of Buriram Primary Educational Service Area 4 indicated that school administrators should take the lead in enhancing educational quality by fostering understanding and implementing standards appropriate to the school's context, encouraging participation from teachers, staff, and the community in developing plans that align with local needs, utilizing data from internal evaluations to revise plans, and promoting the involvement of personnel in quality assurance activities.

Conclusion: School administrators act as leaders in quality assurance by establishing standards appropriate to the school’s context and promoting the participation of teachers, staff, and the community in developing action plans. Internal evaluation data are utilized to continuously improve operational plans, and personnel are encouraged to participate in the monitoring and development of educational quality.

The Administration of Educational Institutions Based on Good Governance Principles by School Administrators under the Jurisdiction of the Nakhon Ratchasima Primary Educational Service Area Office 4

2025-04-16T12:06:56+07:00

Background and Aims: This research aimed to: 1) Study the school administration based on the principles of good governance by school administrators under the Nakhon Ratchasima Primary Educational Service Area Office 4. 2) Compare the school administration based on good governance principles by school administrators under the Nakhon Ratchasima Primary Educational Service Area Office 4, classified by educational level, work experience, and school size. And 3) Explore guidelines for developing school administration based on the principles of good governance by school administrators under the Nakhon Ratchasima Primary Educational Service Area Office 4.

Methodology: The sample group used in this research consisted of 317 school administrators and teachers. The research instrument was a five-point Likert scale questionnaire, with content validity indices ranging from 0.80 to 1.00 and an overall reliability coefficient of 0.87. The statistical methods used for data analysis included frequency, percentage, mean, standard deviation, t-test, and F-test (ANOVA).

Results: The research findings revealed that: 1) The overall level of school administration, based on the principles of good governance, was found to be high among school administrators. 2) A comparison of opinions regarding school administration based on good governance principles, classified by educational level, work experience, and school size, showed no significant differences overall or in specific aspects. And 3) Guidelines for promoting school administration based on good governance principles among school administrators consist of six key aspects: (1) the rule of law, (2) integrity, (3) transparency, (4) participation, (5) accountability, and (6) value for money.

Conclusion: The administration of educational institutions guided by good governance principles helps to create an environment characterized by accountability and transparency. Providing support and building trust among staff, while fostering positive relationships, plays a crucial role in developing high-quality schools and producing students who are effective learners and capable of leading sustainable lives.

The Safety Management of Schools for Students with Intellectual Disabilities, under Group 2 of the Institutions Affiliated with the Office of Special Education Administration

2025-04-20T11:52:25+07:00

Background and Aims: The implementation of safety measures in educational institutions aims to protect students, teachers, and staff to ensure their security and well-being. However, various operational issues persist, reflecting the inefficiency of the current safety management system, particularly in schools for students with intellectual disabilities. The objectives of this research were to: (1) study the safety management of special education schools for students with intellectual disabilities under the Office of Special Education Administration, Group 2; (2) compare the safety management practices of these schools based on position, educational background, and work experience. And (3) explore guidelines for improving safety management in special education schools for students with intellectual disabilities under the Office of Special Education Administration, Group 2.

Methodology: The population in this research consisted of school administrators and teachers from schools for students with intellectual disabilities under Special Education Bureau Group 2, totaling 310 individuals from three institutions. The sample group consisted of 175 individuals, determined based on Krejcie and Morgan's sample size table and selected through cluster random sampling. The research instrument was a 5-point Likert scale questionnaire, with a content validity index (CVI) ranging from 0.80 to 1.00 and an overall reliability coefficient (Cronbach's alpha) of 0.985. The statistical methods used for data analysis included frequency, percentage, mean, standard deviation, t-test, and F-test.

Results: The research findings revealed that: (1) The overall safety management in special education schools for students with intellectual disabilities under the Office of Special Education Administration, Group 2, was rated at the highest level. (2) When comparing safety management practices—both overall and by specific aspects—based on position and educational background, no statistically significant differences were found at the .05 level. Regarding work experience, those with less than 5 years, 5–10 years, and more than 10 years of experience all rated the safety management practices, both overall and by aspect, at the highest level. (3) The guidelines for improving safety management in special education schools for students with intellectual disabilities, Group 2, in all four aspects are as follows: Schools should implement measures by the Office of the Basic Education Commission, including risk prevention through area inspections, assessment of the physical environment and school buildings, and evaluation of potential hazards. Schools should also instill knowledge and practices for self-protection against various threats, develop emergency response plans, and coordinate with safety-related networks and partners.

Conclusion: Safety management in special education schools for students with intellectual disabilities (Group 2) was at the highest level. There were no statistically significant differences in safety management based on position, educational background, or work experience. Developmental guidelines should follow the measures set by the Office of the Basic Education Commission, including risk assessment, knowledge dissemination, emergency response planning, and coordination with safety-related networks and partners.