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

Kritsada Phaphrom — 2026-01-04

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

Kittiphong Patthum — 2026-01-05

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

Nutnicha Jomko — 2026-01-11

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

Darunpat Rattanasupha — 2026-01-11

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

Nantapat Surawoot — 2026-01-11

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

Nirisa Promtib — 2026-01-12

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

Benjamat Ananma — 2026-01-12

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

Pornpimon Pohcharoen — 2026-01-12

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

Phatcharakit Phuangket — 2026-01-12

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

Phitsanu Homsombat — 2026-01-12

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

Phawisa Suwanwong — 2026-01-12

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

Maratee Chawaleeratchanon — 2026-01-12

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

Rattikul Boonthep — 2026-01-12

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.

The Academic Leadership of School Administrators under the Nakhon Ratchasima Primary Educational Service Area Office 1

Ratrawee Pinatha — 2026-01-13

Background and Aims: School administrators require academic leadership to manage schools effectively. They must have vision and the ability to plan strategically to achieve goals in both administration and educational management. Knowledgeable leadership plays a crucial role in developing the school and enhancing the quality of education. The objectives of this research were to: (1) study the level of academic leadership of school administrators under the Nakhon Ratchasima Primary Educational Service Area Office 1; (2) compare the academic leadership of school administrators under the Nakhon Ratchasima Primary Educational Service Area Office 1, classified by position, educational level, and school size; and (3) explore approaches for developing the academic leadership of school administrators under the Nakhon Ratchasima Primary Educational Service Area Office 1.

Methodology: The sample group in this research consisted of 310 school administrators and teachers. The sample size was determined based on Krejcie and Morgan's table and selected using stratified random sampling. The research instruments included a 5-point Likert scale questionnaire and an interview form. The content validity index ranged from 0.80 to 1.00, and the overall reliability coefficient of the questionnaire was 0.88. 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 academic leadership of school administrators under the Nakhon Ratchasima Primary Educational Service Area Office 1 was found to be at a high level overall. 2. The results of the comparison of opinions on academic leadership of school administrators, classified by position and educational level, showed no significant differences, both overall and in each aspect. 3. The academic leadership of school administrators, classified by school size, showed no overall differences, except in the areas of curriculum and instruction planning and monitoring students' academic progress, which showed statistically significant differences at the 0.05 level. And 4. Guidelines for enhancing the academic leadership of school administrators under the Nakhon Ratchasima Primary Educational Service Area Office 1 comprised five key aspects: 1) Mission Setting: There should be support for the use of technology in teaching and learning management, as well as the creation of a learning environment that promotes quality education. 2) Curriculum and Instruction Planning: Emphasizing learner-centered approaches, including active learning and project-based learning, as well as integrating technology into instruction. 3) Instructional Supervision: Utilizing technology to enhance the effectiveness of instructional supervision. 4) Monitoring Student Progress: Supporting the use of technology for collecting and analyzing learning achievement data. 5) Promoting Teaching and Learning Environment: Fostering an atmosphere conducive to learning by emphasizing both physical and digital learning environments.

Conclusion: The research findings indicated that the academic leadership of administrators in the Nakhon Ratchasima Primary Educational Service Area Office 1 was at a high level. There were no significant differences based on position or educational level. However, when classified by school size, significant differences were found in the areas of curriculum planning and monitoring student progress. The proposed guidelines for promoting academic leadership comprised five key aspects, emphasizing the use of technology and the creation of a modern, high-quality learning environment.

Implementation of the National Standards for Early Childhood Development Centers by Local Administrative Organization-affiliated Child Development Centers in Suphan Buri Province

Wasant Chanthasin — 2026-01-13

Background and Aims: The objectives of this research were to study and compare the levels of personnel’s opinions regarding the implementation of the National Standards for Early Childhood Development Centers by local administrative organization-affiliated child development centers in Suphan Buri Province, classified by position, educational background, and work experience. Additionally, the research aimed to explore guidelines for implementing the National Standards for Early Childhood Development Centers in these centers.

Methodology: The sample group consisted of 304 personnel from child development centers. The research instruments included a 5-point Likert scale questionnaire, which had an Index of Item-Objective Congruence (IOC) ranging from 0.80 to 1.00 and a reliability coefficient of 0.80, as well as a structured interview form. The statistical methods used for data analysis were frequency, percentage, mean, standard deviation, t-test, and F-test (ANOVA).

Results: Research findings revealed that: 1. The overall implementation of the National Standards for Early Childhood Development Centers by local administrative organization-affiliated child development centers in Suphan Buri Province was rated at a high level. 2. The implementation, when classified by position and work experience, showed a statistically significant difference at the .05 level. However, educational background did not show any significant difference, either overall or in specific aspects. 3. Guidelines for implementing the National Standards indicated that in terms of management, the environment should be safe and promote family and community involvement. In terms of care and learning processes, a strong relationship between children and adults should be encouraged, along with learning through observation, experimentation, questioning, and the development of creativity. Regarding early childhood development, children should be nurtured to develop discipline, self-control, adaptability, logical thinking, problem-solving skills, and age-appropriate communication abilities.

Conclusion: The implementation of the National Standards for Early Childhood Development Centers focuses on enhancing the quality of care and age-appropriate learning for young children. This is achieved by providing qualified personnel, ensuring a safe environment, and organizing activities that promote holistic development. In addition, continuous monitoring and evaluation are conducted by established criteria to support ongoing improvement.

Innovative Leadership of Administrators in Special Education Schools under the Office of Special Education Administration, Group 4

Sripare Bongwiang — 2026-01-13

Background and Aims: Amid the rapid changes in today’s society, particularly the growth of science, technology, and various innovations, society has evolved into an information-sharing environment where constant change occurs. Therefore, innovative leadership among school administrators is crucial. It is important to establish approaches for developing innovative leadership, specifically for administrators in schools for students with special needs. The objectives of this study were: (1) to investigate the level of innovative leadership among school administrators in special education schools under the jurisdiction of the Office of Special Education Administration, Group 4; (2) to compare the innovative leadership of these administrators based on age and years of professional experience; and (3) to propose developmental guidelines for enhancing innovative leadership among school administrators in special education schools under the Office of Special Education Administration, Group 4.

Methodology: The sample group in this study consisted of 270 school administrators demonstrating innovative leadership in special education schools under the Office of Special Education Administration, Group 4, during the academic year 2024. The sample size was determined using the sampling table developed by Robert V. Krejcie and Daryle W. Morgan (1970), and the participants were selected through stratified random sampling. The research instruments included a five-point Likert scale questionnaire and a semi-structured interview. The data were analyzed using statistical methods, including frequency, percentage, mean, standard deviation, t-test, F-test, and Scheffe’s method for post-hoc multiple comparisons.

Results: The findings of the study revealed the following: 1) The overall level of innovative leadership among school administrators in special education schools under the Office of Special Education Administration, Group 4, was found to be high. When examined by specific dimensions, all aspects were also rated at a high level. 2) The results of the comparison of opinions regarding innovative leadership based on age indicated no significant differences overall or by dimension, except for the dimension of change leadership, which showed a statistically significant difference at the .05 level. 3) When categorized by work experience, the overall level of innovative leadership did not differ significantly. However, significant differences at the .05 level were found in the dimensions of change leadership and risk-taking for innovation. And
4) Guidelines for enhancing innovative leadership among school administrators in special education schools under the Office of Special Education Administration, Group 4, were identified in five key areas: (1) creative thinking for innovation, (2) innovative vision, (3) change leadership, (4) risk-taking for innovation, and (5) innovation strategy.

Conclusion: The research revealed that the overall level of innovative leadership among administrators in special education schools was high, both in general and across individual dimensions. When classified by age, there were no significant differences, except in the dimension of change leadership, which showed a statistically significant difference. Similarly, when classified by work experience, no overall differences were found; however, significant differences were observed in the dimensions of change leadership and risk-taking. The proposed framework for leadership development consists of five key dimensions: creativity, visionary thinking, change leadership, risk-taking, and innovation strategy.

The Use of Information Technology in the Management of School Administrators Under the Special Education Administration Office, Group 3

Sirada Kanpho — 2026-01-13

Background and Aims: The modern world is undergoing rapid transformation due to advancements in technology, information, and transportation. These developments have led to a shift in human behavior from the analog era to the digital age. Technological changes are occurring at an increasingly rapid pace compared to the past and are expected to continue accelerating in the future. This has a significant impact on the management of educational institutions. Therefore, school administrators must adapt their attitudes and management approaches to keep pace with the ongoing changes. The objectives of this research are: 1. To study the level of information technology utilization in administrative tasks by school administrators under the Office of Special Education Administration, Group 3. 2. To compare the opinions of personnel regarding the use of information technology in the management of school administrators under the Special Education Administration Office, Group 3, classified by education level, school size, and work experience. And 3. To explore ways to develop the use of information technology in the management of school administrators under the Special Education Administration Office, Group 3.

Methodology: The sample consists of school administrators and teachers under the Special Education Administration Office, Group 3, totaling 291 people. The research instruments include a 5-point Likert scale questionnaire, with a consistency index ranging from 0.80 to 1.00 and a reliability coefficient of 0.98, as well as a semi-structured interview. The statistical methods used for data analysis include frequency, percentage, mean, standard deviation, t-test, and F-test.

Results: The research findings are as follows: 1. The use of information technology in the management of school administrators under the Special Education Administration Office, Group 3, is overall at a high level (\bar{x}= 4.51, S.D.= 0.29). 2. The use of information technology in the management of school administrators under the Special Education Administration Office, Group 3, when classified by education level and work experience, showed significant statistical differences at the .05 level overall. However, when classified by school size, there were no significant differences overall. And 3. The development guidelines for the use of information technology in the management of school administrators under the Special Education Administration Office, Group 3, consist of four areas: 1) Academic management, 2) Budget management, 3) Personnel management, and 4) General management.

Conclusion: The use of information technology in the management of school administrators under the Special Education Administration Office, Group 3, is overall at a high level, with significant differences based on education level and work experience, but no differences based on school size. The development guidelines for the use of information technology consist of four areas: academic management, budget management, personnel management, and general management.

Digital Leadership of Educational Administrators under the Provincial Office of Learning Promotion, Chaiyaphum

Somrutai Pongchamnong — 2026-01-13

Background and Aims: The evolution of digital technology has been continuously and rapidly advancing at an exponential rate, significantly influencing the way people live and leading to notable changes in societal lifestyles. Today, many countries around the world are leveraging digital technology to drive national development. Therefore, leaders and administrators must be capable of managing and developing ideas that benefit society and the greater good. The objectives of this research were to study and compare the levels of personnel’s opinions toward the digital leadership of school administrators under the Office of Learning Promotion, Chaiyaphum Province, classified by educational level and work experience. Additionally, the study aimed to explore guidelines for developing the digital leadership of school administrators under the Office of Learning Promotion, Chaiyaphum Province.

Methodology: The sample group consisted of 217 school administrators and teachers under the Office of Learning Promotion, Chaiyaphum Province. 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 semi-structured interview. The Index of Item-Objective Congruence (IOC) ranged from 0.80 to 1.00, and the reliability coefficient was 0.89. Data analysis was conducted using frequency, percentage, mean, standard deviation, t-test, F-test, and Scheffé’s method for pairwise comparison.

Results: Research Findings: 1. The digital leadership of school administrators under the Office of Learning Promotion, Chaiyaphum Province, was found to be at a high level overall. 2. When categorized by educational level, the overall digital leadership of school administrators showed statistically significant differences at the 0.05 level. However, there were no significant differences in the aspects of digital vision, digital learning culture, and digital citizenship. 3. When categorized by work experience, there were no significant differences in digital leadership overall or any individual aspects. 4. Guidelines for developing digital leadership among school administrators under the Office of Learning Promotion, Chaiyaphum Province, were identified as follows: (1) Digital Vision: Administrators must adapt to change and collaborate with teachers and staff to create a shared digital vision. (2) Digital Learning Culture: There should be continuous promotion of a digital learning culture within schools and the consistent use of technology in operations. (3) Digital Communication: Administrators should utilize technology to build a positive organizational image and promote communication through digital media. (4) Digital Literacy: Administrators should lead in the integration of technology in education and support staff in their professional development related to educational technology. (5) Digital Citizenship: Administrators should possess knowledge of relevant legal aspects and promote legal understanding of technology among staff and students.

Conclusion: Developing digital leadership among school administrators involves adapting to change and collaboratively creating a digital vision with teachers and staff. It promotes a digital learning culture, utilizes technology in operations, communicates through digital media, and builds a positive organizational image. Administrators should be technology leaders, support staff in their professional development, and promote understanding of technology-related laws among everyone in the educational institution.

The Administration of Educational Institutions by the Principles of Good Governance Under the Jurisdiction of the Sisaket Primary Educational Service Area Office 1

Sittisak Chiangwong — 2026-01-13

Background and Aims: School administration based on the principles of good governance is an approach that emphasizes transparency, accountability, and participation in educational management, aiming to enhance the quality and efficiency of schools. The Sisaket Primary Educational Service Area Office 1 has implemented good governance principles in school administration to promote fairness and sustainably respond to the needs of the community. The objectives of this research were to: (1) study the administration of educational institutions based on the principles of good governance under the Sisaket Primary Educational Service Area Office 1; (2) compare the administration of educational institutions based on the principles of good governance under the Sisaket Primary Educational Service Area Office 1, classified by school size and work experience; and (3) explore approaches to promoting the administration of educational institutions based on the principles of good governance under the Sisaket Primary Educational Service Area Office 1.

Methodology: The sample group used in this research consisted of teachers and staff in basic educational institutions under the Sisaket Primary Educational Service Area Office 1 for the academic year 2024, totaling 320 individuals. The sample size was determined according to the table of Krejcie and Morgan, and the group was selected using cluster sampling. The research instrument was a 5-point Likert scale questionnaire, which yielded a content validity index ranging from 0.888 to 0.895, and the overall reliability coefficient of the questionnaire was 0.890. 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 administration of educational institutions based on the principles of good governance under the Sisaket Primary Educational Service Area Office 1, both overall and in each specific area, was at a high level; (2) the administration of educational institutions based on the principles of good governance under the Sisaket Primary Educational Service Area Office 1, classified by school size, showed no significant differences, while classification by work experience revealed statistically significant differences at the 0.05 level; and (3) the approaches to promoting the administration of educational institutions based on the principles of good governance under the Sisaket Primary Educational Service Area Office 1 consisted of six areas: (1) the principle of ethics, (2) the principle of rule of law, (3) the principle of transparency, (4) the principle of participation, (5) the principle of fairness, and (6) the principle of efficiency.

Conclusion: The administration of educational institutions based on the principles of good governance emphasizes transparency and accountability in decision-making, prioritizing the participation of all stakeholders and resource efficiency. Adherence to ethical principles and the rule of law helps build trust and credibility in the management process. Therefore, applying the principles of good governance is a crucial tool for developing educational quality and effective management.

The Implementation of Good Governance in the School Administration by Administrators under the Maha Sarakham Primary Educational Service Area Office 2

Artorn Aroonno — 2026-01-13

Background and Aims: The administration of educational institutions should adhere to the principles of good governance to ensure transparency, accountability, fairness, and trustworthiness. Modern-day administrators should consistently apply these principles in all management aspects to enhance operational efficiency and achieve sustainable, optimal outcomes. This research aims to: (1) study the application of good governance principles in the administration by school administrators under the Maha Sarakham Primary Educational Service Area Office 2; (2) compare the application of good governance principles in administration by school administrators under the Maha Sarakham Primary Educational Service Area Office 2, based on the opinions of government teachers, categorized by educational level and work experience; and (3) explore guidelines for promoting the application of good governance principles in administration by school administrators under the Maha Sarakham Primary Educational Service Area Office 2.

Methodology: The sample group used in this research consisted of 297 government teachers under the Maha Sarakham Primary Educational Service Area Office 2 in 2024 (B.E. 2567). The sample size was determined based on Krejcie and Morgan's table and selected through cluster sampling. The research instrument was a 5-point Likert scale questionnaire. The Index of Item-Objective Congruence (IOC) ranged from 0.08 to 1.00, and the reliability of the entire questionnaire ranged from 0.926 to 0.930. 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 application of good governance principles in the administration by school administrators under the Maha Sarakham Primary Educational Service Area Office 2, including all individual aspects, was at a high level; 2) when classified by educational level, there was no significant difference in the application of good governance principles overall. However, in terms of work experience, a statistically significant difference at the .05 level was found between those with 1–10 years of experience and those with more than 21 years of experience; and 3) the guidelines for applying good governance principles in administration by school administrators under the Maha Sarakham Primary Educational Service Area Office 2 consist of six aspects: (1) the rule of law, (2) morality, (3) transparency, (4) participation, (5) accountability, and (6) cost-effectiveness.

Conclusion: The application of good governance principles in the administration by school administrators under the Maha Sarakham Primary Educational Service Area Office 2 revealed that administrators applied these principles effectively, particularly in promoting participation from personnel and the community. The recommendation is to further promote moral and ethical values, as well as to encourage more meaningful participation from all sectors.

Management of the Dual Vocational Education System in Institutions under the Office of the Vocational Education Commission, Nakhon Ratchasima Province

Aitthiphon Khongbanthat — 2026-01-14

Background and Aims: This research aimed to study and compare stakeholders’ opinions on the administration of the dual vocational education system in institutions under the Office of the Vocational Education Commission, Nakhon Ratchasima Province, categorized by educational level and status. And to study the guidelines for promoting the administration of the dual vocational education system in institutions under the Office of the Vocational Education Commission, Nakhon Ratchasima Province.

Methodology: The sample group consisted of 379 participants, including administrators, teachers, entrepreneurs, and vocational students. The research instruments included a 5-point Likert scale questionnaire, which had an Item-Objective Congruence (IOC) value ranging from 0.80 to 1.00 and a reliability coefficient of 0.90, as well as a structured interview form. The data were analyzed using frequency, percentage, mean, standard deviation, t-test, F-test, and pairwise comparison using Scheffe’s method.

Results: Research findings revealed that: 1. The overall administration of the dual vocational education system in educational institutions was rated at a high level. When classified by educational level and status, there were statistically significant differences at the .05 level. 2. Guidelines for improving the administration of the dual vocational education system indicated that the development of dual education should emphasize enhancing skills required by the labor market, designing curricula aligned with industrial needs, and ensuring quality assurance before implementation. In addition, continuous professional development for teachers and staff is recommended, along with regular supervision and evaluation of teaching practices. For vocational training, it is advised to establish internship agreements, conduct orientation and exit sessions to prepare students, appoint qualified trainers who meet standardized assessments, and promote internship evaluations. Appropriate welfare and support for students should also be provided. Finally, a clear assessment system should be established to support students’ ongoing development, along with implementing quality assurance mechanisms at all levels and evaluating employer satisfaction to continuously improve the effectiveness of teaching and learning.

Conclusion: The administration of the dual vocational education system in educational institutions was found to be at a high level, with statistically significant differences based on educational level and status. Development guidelines should focus on enhancing skills demanded by the labor market, designing curricula aligned with industrial needs, and continuously developing teachers. A rigorous vocational training system should be established, with clear evaluation processes and a quality assurance system to support student development and enhance the effectiveness of teaching and learning.

Guidelines for Improving the Quality of Early Childhood Education of Private Schools under the Office of Maha Sarakham Primary Education Service Area 1

Tanyaporn Pataveekul — 2026-01-15

Background and Aims: Education is considered a crucial element in laying the foundation for creating progress and solving various societal issues. It is a process that helps individuals develop themselves and lay the groundwork for their lives. This research aimed to 1) study the current state and desired conditions for the development of early childhood education quality in private schools under the jurisdiction of the Maha Sarakham Primary Educational Service Area Office 1, and 2) study the guidelines for developing early childhood education quality in private schools under the jurisdiction of the same office.

Methodology: The researcher followed the steps of the research and development process. The research tools included questionnaires, and both quantitative and qualitative data analyses were performed. The statistics used in the research included percentages, means, and standard deviations.

Results: The research results found that the key components that are necessary factors and processes include: 1) a curriculum suitable for early childhood education, 2) an environment that provides experiences, media, and learning resources, 3) integrated activities that promote development and learning, 4) assessment of early childhood development and learning, and 5) the roles of teachers, parents, and the relationship between teachers and the families of young children, which are components that impact the quality of early childhood education. The findings indicate that, overall, these elements are present at a high level.

Conclusion: The research indicates that the quality of early childhood education is significantly influenced by a suitable curriculum, a rich learning environment, integrated developmental activities, effective assessment, and strong teacher-family relationships, all of which are present at a high level.

The Relationship Between Transformational Leadership of School Administrators and Happiness of Teachers in the Secondary Educational Service Area Office of Samut Prakan

Milinn Thangjai — 2026-01-15

Background and Aims: Educational change is a crucial factor that often has a direct impact on improving the quality of educational institutions and the development of their personnel. In particular, school administrators play a central role in driving such change and in creating a working environment that supports teachers’ happiness. Effective and appropriate transformational leadership is a key factor in igniting inspiration and fostering teachers’ work happiness, leading to the improvement of teaching quality and the enhancement of student learning outcomes. Therefore, this research aimed to 1) examine the level of transformational leadership among school administrators under the Secondary Educational Service Area Office of Samut Prakan; 2) examine the level of happiness of teachers under the Secondary Educational Service Area Office of Samut Prakan; and 3) investigate the relationship between transformational leadership of school administrators and happiness of teachers under the Secondary Educational Service Area Office of Samut Prakan.

Methodology: This was survey research. The samples consisted of 333 teachers under the Secondary Educational Service Area Office of Samut Prakan, in the academic year 2024, selected through multi-stage random sampling. First, stratified random sampling was conducted using the size of educational institutions as the stratification criterion. Then, simple random sampling was performed by drawing lots without replacement. The research instrument was a five-point Likert scale questionnaire developed by the researcher with a Cronbach’s alpha coefficient of 0.980. The data were analyzed using standard deviation (SD), and Pearson’s product-moment correlation coefficient.

Results: 1) The overall level of transformational leadership among school administrators under the Secondary Educational Service Area Office of Samut Prakan was at a high level (Mean = 4.11; SD = 0.81). 2) The overall level of happiness of teachers under the Secondary Educational Service Area Office of Samut Prakan was at a high level (Mean = 4.31; SD = 0.54). 3) There was a high positive relationship between transformational leadership of school administrators and teachers’ happiness with statistical significance at the .01 level.

Conclusion: The study found that transformational leadership of school administrators had a strong positive relationship with teachers’ happiness with statistical significance at the .01 level. This reflects the importance of leaders who foster a positive working atmosphere, support continuous learning, and strengthen interpersonal relationships within the organization. Such leadership contributes to teachers’ happiness, enhances their quality of life, and drives the school toward becoming a genuine learning organization.

Promoting Problem-solving Thinking by Organizing Integrated Learning, Using the Problem as a Basis for Mathayomsuksa 4 Phadungnari School

Weerasak Luangsueb — 2026-01-15

Background and Aims: Learning through problem-based blended approaches plays a critical role in both education and skill development. The objectives of this research are: The research aims to examine the practice of enhancing students' problem-solving abilities. The classroom serves as the site for this action research.

Research Methodology: This investigation uses both quantitative and qualitative research methods as part of its mixed-methods approach. The study targets a group of 39 students from Mathayom 4/2. Researchers used five distinct instruments, which include the Problem-solving process learning management plan with blended learning: problem-solving ability test, Satisfaction questionnaire, Diary form, and Behavioral observation form. Data analysis is divided into 2 types: Qualitative data analysis involves the examination, interpretation, and summarization of results, which are then presented in narrative form. 2) The quantitative data analysis approach employs mean and standard deviation.

Results: The research findings demonstrate that students develop problem-solving abilities through blended learning management, which uses problems to establish interest through five steps and encourages learners to independently search for knowledge based on their strengths. 2) The research findings about problem-solving demonstrated that learners possess a high degree of problem-solving expertise. 3) The blended learning management system receives high satisfaction ratings from learners.

Conclusion: Students show better solution-thinking skills through blended learning management that uses problem-solving as its foundation. Students utilize the problem-solving process to independently research knowledge and develop their solutions to problems.

Development of a Blended Vocational Training Model for Department Skill Development

Pornpoj Sawangdee — 2026-01-15

Background and Objectives The university's teaching and learning management uses the competency-based curriculum, which is a curriculum that aims for learners to develop core competencies that are important for living, working, and learning, that are necessary for a quality life. This research aims to 1) synthesize documents and research related to blended training to promote labor skill development, 2) develop a blended training model to promote labor skill development, and 3) evaluate blended training to promote labor skill development.

Research Methodology Three groups of samples were analyzed: 1) Research documents, theses, and doctoral dissertations to analyze the principles, concepts, and theories related to problems and needs, and then synthesize them to obtain guidelines for developing the model. 2) The population is experts who are used to collecting opinions and suggestions on the development of blended vocational training models according to the Department of Skill Development's skill upgrading curriculum. 3) The population is qualified people who are used to evaluate the appropriateness of blended vocational training models according to the Department of Skill Development's skill upgrading curriculum. The research instruments consisted of 1) a record form for synthesizing documents, concepts, theories, and research, 2) an in-depth expert interview form, and 3) an evaluation form for blended training models according to the skill level curriculum. Department of Skill Development

Research Results 1. Results of the study of the synthesis of documents and research data sources related to career management that promotes problem-solving thinking of career participants. The sample group was selected by purposive sampling, divided into each area as follows: 1) 10 learning model documents, 2) 5 vocational activity documents, 3) 10 problem-solving thinking documents, 4) 4 technical and methodological documents, and 5) 2 measurement and evaluation documents. 2. Results of the development of a blended training model to promote labor skill development according to the Department of Skill Development's skill-enhancing training curriculum. There are 6 supporting factors: 1) vocational training activity organization, 2) role of trainers, 3) role of trainees, 4) curriculum and content, 5) training equipment and facilities, and 6) measurement and evaluation. The blended learning model has been evaluated by experts as being useful and can be effectively applied. 3. Results of the evaluation of the blended vocational training model according to the Department of Skill Development's skill-enhancing curriculum. It is a tool used to assess 1) feasibility, 2) accuracy, 3) appropriateness, and 4) usefulness in collecting opinions and suggestions from experts on the model that the researcher has synthesized.

Conclusion of the research results. The mixed training model to promote labor skill development is a guideline for developing competencies for workers and those interested, which will be useful in solving labor force problems in line with labor skill standards and meet labor market needs, providing opportunities for craftsmen who do not have the opportunity to study.