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.

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

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