Interdisciplinary Academic and Research Journal

Guidelines for the Development of Participatory Management in Educational Institutions under the Chaiyaphum Primary Educational Service Area Office 2

Adisak Phoeisiri — 2025-11-15

Background and Aims: Participatory management helps promote cooperation among administrators, teachers, students, parents, and communities to effectively develop educational institutions. Allowing all parties to participate in decision-making makes management more transparent and responsive to the needs of the school. This study, therefore, aims to 1) Study the current situation, desired conditions, and needs for participatory management in educational institutions under the Chaiyaphum Primary Educational Service Area Office 2, and 2) Study the guidelines for developing participatory management in educational institutions under the Chaiyaphum Primary Educational Service Area Office 2.

Methodology: This research is Qualitative Research. The sample group used in the study is school administrators, the chairman of the Basic Education Commission, and teachers under the Chaiyaphum Primary Educational Area Office 2, totaling 331 people. The sample size was determined by opening a comparison table to find the sample group of Krejci and Morgan. The instrument was a 5-level questionnaire paired response type. The statistics used for data analysis include frequency, percentage, mean, standard deviation, and the Modified Priority Needs Index (PNI _modified) technique was used to prioritize the needs.

Results: The Study found that 1) the current conditions, the desired conditions, and the necessities of participatory administration of educational institutions, the current conditions, overall and in each aspect, were at a moderate level, with an average value of 3.11. The desired conditions of participatory administration of educational institutions, overall and in each aspect, were at the highest level, with an average value of 4.83. The overall necessities had a PNI _Modified necessities index value of 0.553. The necessities were ranked from highest to lowest, namely, planning, implementation, decision-making, and monitoring and evaluation, respectively. 2) The guidelines for developing participatory administration of educational institutions consisted of 4 aspects and 20 guidelines. Overall, the results of the evaluation of suitability were at the highest level, with an average value of 4.80, and the feasibility was at the highest level, with an average value of 4.74.

Conclusion: Participatory management of educational institutions under the Chaiyaphum Primary Educational Service Area Office 2 is important in developing the quality of education. It focuses on cooperation from all sectors, such as teachers, parents, communities, and various organizations, to enhance cooperation and joint decision-making in developing human resources and students’ education. The development of this cooperative form of management helps educational institutions to be efficient and sustainable in their development, both in terms of management and development of educational quality under a context appropriate for the area and changes in society.

The Competency of School Administrators Affecting the Effectiveness of School Administration under Nong Bua Lamphu Primary Educational Service Area Office 1

Pantipa Tiwthong — 2025-11-15

Background and Aims: School administrators' competence plays a key role in school effectiveness, encompassing strategic management competence, leadership, decision-making, and personnel development. Administrators with vision and management competence help create an environment conducive to learning, fostering collaboration between teachers, students, and communities, which leads to quality education and overall school success. The objectives of this research were: 1) to study the level of competence of school administrators, 2) to study the level of school effectiveness, 3) to study the relationship between school administrators’ competence and school effectiveness, and 4) to study the predictive power of school administrators’ competence on school effectiveness.

Methodology: This research is qualitative. The sample group used in this research is administrators and teachers, a total of 313, who were randomly selected by Stratified Random Sampling in proportion to school size. The tool used in collecting data this time is a questionnaire. The statistics used are the mean and standard deviation, Pearson's product-moment correlation coefficient, and stepwise multiple regression analysis.

Results: It was found that 1) The overall level of school administrators' competence was at the very best level. The average values from highest to lowest were vision setting, communication and motivation, personnel development, and analysis and synthesis, respectively. 2) The overall level of school effectiveness was at the highest level. The average values from highest to lowest were general administration, academic administration, personnel administration, and budget administration, respectively. 3) The correlation coefficient between school administrators' competence and school effectiveness under the Nong Bua Lamphu Primary Educational Service Area Office 1 showed a positive relationship in all aspects with statistical significance at the .01 level, in order. The school administrators' competence was in vision (X4) (y) at the highest level (r = .842) or 84.2 percent, followed by personnel development (X3). The relationship between school effectiveness was (r = .826) or 84.2 percent. 82.60 and the analysis and synthesis aspect (X1) has a relationship with the school effectiveness at (r = .780) or 60.61. For the communication and motivation aspect (X2), the relationship with the school effectiveness is at (r = .547), accounting for 54.7 percent, respectively. 4) The predictive power of the school administrators' competence towards the effectiveness of schools under the Nong Bua Lamphu Primary Educational Service Area Office 1, consists of 3 aspects: personnel potential development (X₃), vision (X₄), and analysis and synthesis (X₁). When entered into the regression equation, the multiple correlation coefficient will be equal to 90.30 (R = .903) or 90.30 percent, which is statistically significant at the .01 level. The prediction coefficient or predictive power is 81.50 percent (R ² = 0.815). The regression coefficient of the school administrators' competence that affects the effectiveness of schools under the Nong Bua Lamphu Primary Educational Service Area Office 1 is the highest aspect. It is the aspect of personnel potential development (X₃), followed by having a vision (X₄), and analysis and synthesis (X₁), respectively, with regression coefficients in the form of standard scores (b) equal to .437 (X₃), .298 (X₄), and .260 (X₁), which can create a forecasting equation from the regression coefficients of predictors in the form of raw scores (B) and the form of standard scores. ( \bar{X}= 2.63).

Conclusion: The competencies of school administrators are significantly related to school effectiveness. The competencies with the highest impact are personnel potential development, followed by vision and analysis, and synthesis, which help schools to have efficient administration in all aspects. Furthermore, these competencies can be used as predictive factors to clearly enhance school success.

The Development of a Training Curriculum on Active Learning Management to Enhance the Competencies of Primary School Teachers

Kamontip Dok-in — 2025-11-15

Background and Aims: Active learning management is the application of various teaching methods and teaching techniques to design lesson plans and organize learning activities to encourage learners to participate in learning, promote interaction between learners and teachers in the classroom, and promote learners to have characteristics consistent with the changes in the current era. This research aims to (1) study fundamental information and identify the needs for the development of the training curriculum on active learning management to enhance teacher competencies, (2) draft the training curriculum, (3) implement the training curriculum on active learning management to enhance the competencies of primary school teachers, and (4) evaluate the training curriculum's effectiveness.

Methodology: This research is a research and development divided into 4 phases: Phase 1: Study of basic information and needs for training curriculum development from a sample group of 322 primary school teachers in the Office of the Primary Education Area 1, Ubon Ratchathani. The sample group was determined using the Krejci and Morgan table, randomly selected, and the target group used for focus group discussions was 7 school administrators, educational supervisors, and teachers, selected by purposive sampling. Phase 2: Drafting a training curriculum for active learning management to enhance learner competence for primary school teachers, and investigating its effectiveness by 7 experts. Phase 3: Implementing the training curriculum for active learning management to enhance learner competence for primary school teachers. The sample group was 30 primary school teachers in the 21st Educational Institution Network, Muang Sam Sip District. Phase 4: Evaluating the training curriculum for active learning management to enhance learner competence for primary school teachers. The tools used were questionnaires, training curriculum, tests, and curriculum evaluation forms. The statistics used for data analysis were percentage, mean, and standard deviation.

Results: 1) The current status of active learning management to enhance learner competence for primary school teachers is at a low level overall, and the level of training needs is at a high level overall. 2) The developed training curriculum consists of 7 components: (1) background and importance (2) principles of the curriculum (3) objectives of the curriculum (4) content of the curriculum (5) training activities (6) media and learning resources and (7) measurement and evaluation, which are at a high level of consistency and overall appropriateness at a high level as well. 3) The results of implementing the training curriculum by using the training curriculum with 30 primary school teachers. The training on active learning management to enhance learner competence found that teachers had knowledge and ability after the training, with an average score of 94.27 percent, passing the 80 percent criterion for everyone, and were able to create an active learning management plan with a very good quality level. The teachers who received the training were satisfied with the active learning management to enhance learner competence, with the highest level of overall satisfaction. 4) The results of the evaluation of the curriculum after the training found that overall, all aspects were at the highest level. When considering each aspect, it was found that all aspects were at the highest level as well.

Conclusion: The training course on active learning management to enhance learner competence for elementary school teachers can develop teachers' knowledge and ability in active learning management to a higher level, and teachers can create active learning management plans of a very good quality. In conclusion, it is a course that can develop the abilities of elementary school teachers, covering all competencies, showing that it is a training course that has been developed effectively.

Guidelines for Developing Strategic Leadership in the 21st Century for School Administrators under the Khon Kaen Primary Education Service Area Office 5

Jutarat Soongnern — 2025-11-15

Background and Aims: Educational administrators are important in driving education towards success in this rapidly changing era. Administrators must be able to adapt and use strategic thinking skills to deal with challenges in the changing environment, in terms of technology, economy, and society leadership development This research aimed to 1) Study the current status, desired status, and needs for strategic leadership in the 21^st century of educational administrators under the Khon Kaen Primary Education Service Area Office 5 and 2) Study the guidelines for developing strategic leadership in the 21^st century of educational administrators. Under the Khon Kaen Primary Education Service Area Office 5

Methodology: This research is a mixed-methods research. The sample consists of 31 school administrators and 300 teachers, totaling 331 people, which were obtained by stratified random sampling using school size as the sampling stratum. The research tools used were questionnaires and semi-structured interviews. Statistics used for data analysis included percentages, means, standard deviations, and the needs index.

Results: It was found that 1) The current status of strategic leadership in the 21^st century of educational administrators under the Khon Kaen Primary Education Service Area Office 5 as overall and in each aspect, has a high average value. When considering each aspect, ranked from highest to lowest, it is as follows: having morality, ethics, and reason, followed by developing the organization's personnel, having a shared vision, being creative, and managing the organization's internal resources. The item with the lowest average value is strategic direction. The desired status of strategic leadership in the 21^st century of educational administrators under the Khon Kaen Primary Education Service Area Office 5 has the highest average value when considering each aspect, ranked from highest to lowest, as follows: managing the organization's resources, having a shared vision, setting a strategic direction, being creative, and developing the organization's personnel. The item with the lowest average value has morality, ethics, and reason. As for the needs to develop strategic leadership in the 21^st century of educational administrators under the Khon Kaen Primary Education Service Area Office 5, overall, ranked from highest to lowest, it was found that managing the organization's resources has the highest need index value, followed by determining the strategic direction, developing the organization's personnel, being creative, having a shared vision, and having morality and ethics. There are reasons in order 2) Study the guidelines for developing strategic leadership of school administrators in the 21^st century. There are 6 main guidelines, consisting of 18 sub-guidelines. The appropriateness is at the highest level, the feasibility is at the highest level, and the utilization is at the highest level.

Conclusion: School administrators should focus on adapting to technological and social changes, developing clear planning and evaluation skills, promoting effective administration, and emphasizing the use of digital technology in teaching and learning development to meet the needs of the current world.

The 21st Century Skills of School Administrators Affecting Academic Administration Toward Excellence of School Under Khon Kaen Primary Education Service Area Office 2

Somrudee Lunsumrong — 2025-11-15

Background and Aims: In the 21^st century, educational administrators play an important role in driving the quality of education. Necessary skills such as visionary leadership, technology use, and strategic management directly affect the efficiency of academic administration towards excellence. This research aimed to 1) study the skills of educational administrators in the 21^st century, 2) study academic administration towards institutional excellence, 3) study the relationship between the skills of educational administrators in the 21^st century and academic administration towards institutional excellence, and 4) study the skills of educational administrators in the 21^st century that affect academic administration towards institutional excellence.

Methodology: This research is a Quantitative Research. The sample group used in this research is 400 school administrators and teachers under of the Khon Kaen Primary Educational Service Area Office 2, and then randomly selected by stratification according to the size of the school. The tools used in collecting data this time are a questionnaire on the skills of school administrators in the 21^st century and a questionnaire on academic administration towards school excellence. The statistics used are the mean, standard deviation, Pearson's product-moment correlation, and stepwise multiple regression analysis.

Results: It was found that 1) The overall level of skills of educational administrators in the 21^st century was at a high level. When considering each aspect, it was found that knowledge and concept skills had the highest average value at a high level, followed by technology and digital skills, organizational management skills, effective communication skills, and human relations skills, respectively. 2) The overall level of academic administration towards excellence of educational institutions was at a high level. When considering each aspect, it was found that process management had the highest average value at a high level, followed by educational quality assurance, monitoring and evaluation, results, leadership, personnel management, and policy and strategy, respectively. 3) The correlation coefficient between skills of educational administrators in the 21^st century and academic administration towards excellence of educational institutions had a positive relationship in all aspects, with statistical significance at the .01 level. The relationship was ranked from most to least as follows: In terms of knowledge and conceptual aspects (X₂), there is a high level of relationship with academic administration towards excellence (Y) (r = 0.798), followed by effective communication skills (X₃) with a high level of relationship (r = 0.775), technological and digital skills (X₅) with a high level of relationship (r = 0.741), human relations skills (X₄) with a high level of relationship (r = 0.724), and organizational management skills (X₁) with a moderate level of relationship (r = 0.601), respectively. 4) Skills of educational administrators in the 21^st century that affect academic administration towards excellence of educational institutions consist of 4 aspects, namely knowledge and conceptual skills (X₂), human relations skills (X₄), technological and digital skills (X₅), with a multiple correlation coefficient of .881 (R = .881) or 88.10 percent, which is statistically significant at the .01 level. and has a prediction coefficient or predictive power of 88.10 percent (R²= .881).

Conclusion: The skills of school administrators in the 21^st century are important for academic administration towards school excellence. The obtained data can be used to help administrators become more efficient. The Khon Kaen Primary Educational Service Area Office 2 can use this as a guideline to raise the quality of education, both in terms of developing administrator skills and improving academic administration in schools continuously.

The Digital Leadership Affecting the Effectiveness of Schools under Khon Kaen Primary Education Service Area Office 2

Phannapa Niljullaka — 2025-11-15

Background and Aims: Leadership in the Digital age is a key factor affecting the effectiveness of educational institutions. Leaders who can adapt and apply technology appropriately will help strengthen effective administration, develop teachers and students with future skills, and improve the quality of education to meet the needs of the digital age. This research therefore aims: 1) to study the digital leadership of educational administrators under Khon Kaen Primary Education Service Area Office 2, 2) to study the effectiveness of educational institutions under Khon Kaen Primary Education Service Area Office 2, 3) to study the relationship between digital leadership and the effectiveness of educational institutions under Khon Kaen Primary Education Service Area Office 2, and 4) to study the effect of digital leadership on the effectiveness of educational institutions under Khon Kaen Primary Education Service Area Office 2.

Methodology: This research is quantitative. The sample group used in the research is 102 school administrators and 298 teachers under the Khon Kaen Primary Educational Service Area Office 2, totaling 400 people, using stratified sampling. The tools used for data collection are questionnaires. The statistics used are mean, standard deviation, Pearson's product-moment correlation coefficient, and stepwise multiple regression analysis.

Results: It was found that 1) the overall level of digital leadership was at a high level. When considering each aspect, it was found that digital professionalism had the highest mean value at the highest level, followed by digital knowledge, communication, and digital vision, respectively. 2) The overall level of effectiveness of educational institutions was at the highest level. When considering each aspect, it was found that learner characteristics had the highest mean value at the highest level, followed by learning organization, school transformation and development, academic achievement, and personnel job satisfaction, respectively. 3) The correlation coefficient between digital leadership and the effectiveness of educational institutions has a positive relationship in all aspects and is at a high level. Statistically significant at the .01 level. 4) Digital leadership affecting the effectiveness of educational institutions consists of 2 variables, namely, digital vision (X₁) and digital professionalism (X₄). The predictive coefficient is 49.40 percent (R² = .494). When the last independent variable, digital professionalism (X₄), is added to the equation, the predictive coefficient is 50.50 percent (R²=.505).

Conclusion: Leadership in the Digital age of administrators plays an important role in enhancing the effectiveness of educational institutions under the Khon Kaen Primary Educational Service Area Office 2, with a positive relationship between the adoption of technology and administrative and teaching efficiency. The study results indicate that leaders with digital competence can effectively promote the development of educational institutions.

Creative Leadership of School Administrators Affecting the Effectiveness of Schools under the Sa Kaeo Provincial Administrative Organization

Anuwat Nonpho — 2025-11-15

Background and Aims: Educational administrators play an important role in driving the quality of education and developing innovation within the organization. Applying creative thinking to management helps promote effective learning and creates an organizational culture that is conducive to sustainable development. Therefore, studying the relationship between creative leadership and institutional effectiveness is important for the development of education in the current era. The objectives of this research are: 1) to study the level of creative leadership of educational administrators, 2) to study the level of effectiveness of educational institutions, 3) to study the relationship between creative leadership of educational administrators and institutional effectiveness, and 4) to study how creative leadership of educational administrators affects institutional effectiveness.

Methodology: This research is a Survey Research. The sample group used in the research is 394 school administrators and teachers under the Sa Kaeo Provincial Administrative Organization in the academic year 2024. The sample size was calculated using Taro Yamane's formula. The sample group was 198 people from stratified sampling by school size. Proportional comparison and simple random sampling by lottery were used. The research instrument was a questionnaire with a reliability value of 0.975. The statistics used for data analysis were frequency, percentage, mean score, standard deviation, Pearson's correlation coefficient, and multiple regression analysis.

Results: It was found that 1. The level of creative leadership of school administrators under the Sa Kaeo Provincial Administrative Organization, according to the opinions of school administrators and teaching personnel, was at the highest level overall. When considering each aspect, it was found that teamwork in seeking knowledge, cooperation, problem solving, imagination, creating images of the future that should be the aspect of examining shared beliefs, asking questions, and collecting, analyzing, and interpreting data were at the highest level. 2. The level of effectiveness of school administrators under the Sa Kaeo Provincial Administrative Organization, according to the opinions of school administrators and teaching personnel, was at the highest level overall. When considering each aspect, it was found that the ability to produce students with high academic achievement, the ability to develop students with positive attitudes, the ability to adjust and develop the school, and the ability to solve problems within the school were at the highest level. 3. The relationship between creative leadership of school administrators and school effectiveness of the findings indicates a significant positive correlation (r = .873, p < .01), with problem-solving collaboration and shared belief assessment being the most influential factors. 4. Creative leadership of school administrators affecting the effectiveness of educational institutions under the Sa Kaeo Provincial Administrative Organization. Multiple regression analysis showed positive results, with a value (R = .873) at a high level and a value (R2 = .762) that was statistically significant at the 0.001 level.

Conclusion: Creative leadership of school administrators has a positive relationship with the effectiveness of schools under the Sa Kaeo Provincial Administrative Organization. Creative leaders can promote organizational development and increase the quality of education management effectively. The results of this research can be used as a guideline for developing leadership of administrators and policy-making to improve the quality of education in the future.

The Role of School Administrators Affecting the Performance Motivation of Teachers in Schools under the Khon Kaen Provincial Administrative Organization

Praeploy Atsawapattanakul — 2025-11-15

Background and Aims: The role of school administrators influences teachers’ motivation, visionary management, appropriate support, and a good working atmosphere will help promote teachers’ commitment and teaching efficiency. If administrators can effectively create motivation, it will result in the sustainable development of educational quality. This study aims to (1) study the role of school administrators, (2) study the Teachers’ motivation, (3) study the Relationship between the role of school administrators and teachers’ motivation, and (4) study the Role of school administrators that affect teachers’ motivation.

Methodology: This study is qualitative, involving 263 teachers and school administrators employed by the Khon Kaen Provincial Administrative Organization, comprising the study's sample group. They are separated into two groups: 223 instructors who work in schools and 40 school administrators. The Krejci and Morgan table was used to calculate the sample size. School size was used to stratify the sample size. Questionnaires were used as the data-gathering instruments. Stepwise multiple regression analysis, Pearson's product-moment correlation coefficient, mean, and standard deviation were the statistics employed.

Results: It was found that 1) The role of school administrators in schools under the Khon Kaen Provincial Administrative Organization was at the highest level overall. When considering each aspect, it was found that the aspect with the highest average value was the resource allocator, while the aspect with the lowest average value was the coordinator role. 2) Teachers’ motivation in schools under the Khon Kaen Provincial Administrative Organization was at the highest level overall. When considering each aspect, it was found that the aspect with the highest average value was the motivating factor, while the aspect with the lowest average value was the supporting factor. 3) The relationship between the role of school administrators and teachers’ motivation in schools under the Khon Kaen Provincial Administrative Organization was positively related, with statistical significance at the .01 level. 4) The findings indicate that the coordination and resource allocation roles significantly impact teachers' motivation (R² = 0.985, p < .01).

Conclusion: The participation of school administrators is positively connected with teachers' job satisfaction in Khon Kaen Provincial Administrative Organization-run schools. Teachers can be motivated to work harder by administrators who demonstrate great leadership, offer resources for assistance, and create a positive work atmosphere. This affects the quality of instruction and learning as well as the overall efficacy of the school.

Prioritizing Educational Needs: A Needs Analysis for Curriculum Development in the English Education Program at Phetchaburi Rajabhat University Using the Priority Needs Index

Treenoot Soonthonvipat — 2025-11-15

Background and Aims: The increasing globalization of education and the rising demand for English proficiency necessitate continuous curriculum enhancement in English education programs. The English Education Program at Phetchaburi Rajabhat University (PBRU) must align with stakeholder expectations and evolving professional, societal, and global requirements. This study aims to assess the needs and expectations of key stakeholders—alumni, current students, program instructors, and employers—and to identify priority areas for curriculum development using the Priority Needs Index (PNI).

Methodology: A mixed-methods approach was employed, incorporating both quantitative and qualitative data collection. Surveys and semi-structured interviews were conducted with 223 stakeholders, including 139 alumni, 54 current students, six program instructors, and 34 employers. The collected data were analyzed using the PNI framework to prioritize curriculum components based on the gap between their perceived importance and current performance. Statistical and thematic analyses were applied to ensure a comprehensive evaluation of stakeholder feedback.

Results: Findings revealed key areas requiring curriculum enhancement, including language skills development, integration of digital tools, ethical and professional education, and practical teaching skills. Alumni rated the need for experiential learning at (x̄ = 4.02, S.D. = 0.74, while employers highlighted the importance of industry-relevant competencies (x̄ = 4.18, S.D. = 0.69). Current students advocated for inclusive and engaging learning environments (x̄ = 3.95, S.D. = 0.81), and instructors identified gaps in instructional resources and professional development (x̄ = 4.11, S.D. = 0.76). The PNI analysis indicated that digital integration and practical skill development ranked as the highest-priority areas for improvement, with PNI scores of 0.178 and 0.162, respectively.

Conclusion: This study underscores the significance of stakeholder engagement in curriculum reform and highlights the effectiveness of the PNI methodology in identifying priority areas for enhancement. By addressing stakeholder concerns and implementing targeted improvements, the English Education Program at PBRU can better prepare graduates for professional and global challenges while maintaining academic excellence. Future research should explore long-term curriculum adaptations to ensure ongoing relevance and effectiveness.

The Guidelines for Developing Creative Leadership of School Administrators under Khon Kaen Primary Educational Service Area Office 5

Rachawadee Suksom — 2025-11-15

Background and Aims: In today’s rapidly changing world, school administrators need creative leadership to drive their organizations in line with educational and social contexts. Developing creative leadership requires innovative thinking, systems thinking, and flexible management. Visionary leaders can inspire teachers and students and promote an organizational culture that is open to change and sustainable development. This research aimed to 1) study the current status, desired status, and needs for creative leadership of school administrators, and 2) study the guidelines for developing creative leadership of school administrators.

Methodology: This research is qualitative. The sample group used in this research is 31 school administrators and 300 teachers, who were randomly selected by stratification according to the proportion of school size. The tools used in collecting data this time are questionnaires and semi-structured interviews. The statistics used are mean, standard deviation, and the index of needs.

Results: It was found that 1) the current condition of creative leadership of school administrators under the Khon Kaen Primary Educational Service Area Office 5 was at a high level overall ( =3.85, S.D. = 1.89). When considering each aspect, it was found that all aspects were at a high level. The overall picture of the desired condition of creative leadership of school administrators under the Khon Kaen Primary Educational Service Area Office 5 was at the highest level overall ( =4.80, S.D. = 1.98). When considering each aspect, it was found that all aspects were at the highest level. 2) The order of the needs for developing creative leadership of school administrators under the Khon Kaen Primary Educational Service Area Office 5, the needs were ranked from most to least as follows: creativity (PNI_Modified = 0.272), vision (PNI_Modified = 0.257), individual consideration (PNI_Modified = 0.256), teamwork (PNI_Modified = 0.249), flexibility (PNI_Modified = 0.233), and imagination (PNI_Modified = 0.215). 3) The guidelines for developing creative leadership of school administrators under the Khon Kaen Primary Educational Service Area Office 5 consist of 6 main guidelines, consisting of 18 sub-guidelines. The appropriateness was at the highest level (\bar{X} = 4.91, S.D. = 0.25), the feasibility was at the highest level (\bar{X} = 4.94, S.D. = 0.16), and the utilization was at the highest level (\bar{X} = 4.96, S.D. = 0.09).

Conclusion: The development of creative leadership of school administrators focuses on studying the current situation, desired conditions, and development needs to determine appropriate guidelines. The results of the study can be used as guidelines for developing administrators at all levels, including being beneficial for determining effective leadership policies. In addition, administrators can use the information to develop themselves, which has a positive effect on the administration and quality of the school.

An Analysis of Problems and Solutions of Social Problems Based on Humanism in the Prize-winning Short Stories of the Thai Science Fiction Short Story Competitions, During 2016 – 2023

Yu Li — 2025-11-16

Background and Aims: Background and Objectives: This study aims to analyze the role of Thai science fiction literature as a mirror reflecting societal issues in the digital age through a humanist framework that emphasizes human dignity and values. The primary objectives are: (1) to analyze the structural presentation of seven categories of social problems in award-winning short stories from the Science Fiction Short Story Competition (2016-2023), and (2) to examine humanist-oriented solutions across ethical dimensions, fundamental rights, and social sustainability.

Methodology: An interdisciplinary approach combining three levels of qualitative research was employed: 1) Content analysis through documentary research of 122 award-winning stories from the Science Fiction Short Story Competition (2016-2023), 2) Humanist interpretation, and 3) Systematic synthesis of solutions using humanist frameworks.

Results: Analysis of the award-winning stories revealed critical issues in ethics, technological development, environmental sustainability, social justice, and human identity, interconnected with humanist perspectives as follows: (1) Research Ethics: Unethical technological surveillance, non-consensual human experimentation. Solutions: Transparent data protection policies and ethical review mechanisms. (2) Environmental Impact: Resource overexploitation disrupts ecosystems. Solutions: Clean technology development, international cooperation, and error-learning social models. (3) Social Justice: State control infringing human rights, individual-state power conflicts. Solutions: Collaborative responsibility and public participation in policymaking. (4) Identity Crisis: Cloning-induced identity confusion. Solutions: Recognition of consciousness diversity and self-identity rights. (5) Rights & Accountability: Emotion-control technology for state power consolidation. Solutions: Freedom of expression promotion and public oversight mechanisms. (6) Warfare: Human-AI wars threatening civilization. Solutions: Ethical technology governance and human-AI coexistence systems. (7) Institutional Inequality: Resource disparity from closed power structures. Solutions: Social institution reforms for inclusive participation and inequality reduction.

Conclusion: The research demonstrates that humanism addresses socio-technological challenges through many key approaches: centering human dignity, balancing progress with ethics, decentralizing decision-making power, and employing science to enhance life quality rather than control humanity.

Development Characteristics Approaches of Innovative Leaders for Leadership of School Administrators under the Sakaeo Primary Educational Service Area Office 1

Chotika Choram — 2025-11-16

Background and Aims: In an era of rapid technological and social change, innovative leadership is crucial in driving educational organizations to adapt and achieve sustainable growth. This study aims to explore the essential needs and development approaches for fostering the characteristics of innovative leaders among school administrators under the Office of Sakaeo Primary Educational Service Area 1.

Methodology: The study employed a mixed-methods approach, consisting of (1) a quantitative study, which collected data from a sample of 110 school directors and deputy directors through an online questionnaire, analyzed using Krejcie & Morgan’s (1970) sample size table, and (2) a qualitative study, which conducted in-depth interviews with five purposively selected experts to analyze approaches for developing innovative leadership characteristics.

Results: The current characteristics of innovative leaders are at a moderate level. However, when considering the desired state, they are at a significantly high level, indicating a gap that needs to be addressed. The highest priority for development is enhancing leaders' creative thinking skills, followed by fostering an environment conducive to development, promoting leader participation, and cultivating visionary leadership. To align the development of innovative leadership characteristics with actual needs, this study proposes four key development approaches. The first is visionary leadership, which should be supported through multidimensional data analysis and decision-making processes that encourage stakeholder participation. The second is leader participation, emphasizing the creation of management structures that facilitate knowledge exchange through Professional Learning Communities (PLCs) to systematically drive development.

Additionally, creative thinking skills are crucial and should be nurtured by allocating resources and establishing an environment that encourages out-of-the-box thinking while promoting the use of technology and innovation in leadership. Lastly, creating an organizational atmosphere should focus on fostering an open work culture, encouraging trial and error as a learning process, and recognizing individuals who contribute creative ideas. These strategies will ultimately lead to sustainable innovation development within educational organizations.

Conclusion: The research findings highlight the necessity of developing innovative leadership characteristics, with a particular focus on enhancing creative thinking skills and fostering a learning environment conducive to development. These factors are crucial in effectively improving the overall quality of education.

Developing Reading Comprehension and Analytical Thinking Abilities of Grade 9 Students by 4MAT with 5W1H Technique

Supakrit Maphanao — 2025-11-16

Background and Aims: Reading is essential in daily life, especially in the modern era, when information is available from diverse sources across various media. Reading serves as a crucial tool that enables readers to seek new knowledge and expand their understanding. In particular, reading for comprehension helps readers grasp the main ideas, key points, and events from a text. Additionally, analytical thinking is a fundamental skill that contributes to the development of higher-order thinking abilities. It allows individuals to discern facts and understand the underlying reasons behind occurrences. Based on these reasons, the researcher is interested in conducting this study with the following purposes; 1) compare the reading comprehension ability of Grade 9 students from learning through the 4MAT model combined with the 5W1H technique before and after the lesson, 2) compare the analytical thinking ability of Grade 9 students from learning through the 4MAT model combined with the 5W1H technique before and after the lesson, 3) compare the reading comprehension ability of Grade 9 students from learning through the 4MAT model combined with the 5W1H technique after the lesson with a criterion of 70% and 4) compare the analytical thinking ability of Grade 9 students from learning through the 4MAT model combined with the 5W1H technique after the lesson with a 70% criterion.

Methodology: The sample group in this research consisted of 35 students from Grade 9 class 5, during the first semester of the academic year 2024. The sample group of students was from Phongsiriwittaya School, Dan Khun Thot District, Nakhon Ratchasima Province. The research instruments used included: 4 lesson plans of 4MAT with the 5W1H technique, totaling 12 hours, a reading comprehension test, and an analytical thinking test. Data was then analyzed using percentage, mean, standard deviation, and t-test.

Results: The research findings showed that 1) The reading comprehension ability of Grade 9 students from learning through 4MAT with 5W1H technique after the lesson was significantly higher than before the lesson at the .05 level of significance, 2) The analytical thinking ability of Grade 9 students from learning through 4MAT with 5W1H technique after the lesson was significantly higher than before the lesson at the .05 level of significance, 3) The reading comprehension ability of Grade 9 students who received 4MAT with 5W1H technique was significantly higher than the 70% criterion at the .05 level of significance, and 4) The analytical thinking ability of Grade 9 students who received the 4MAT with 5W1H technique was significantly higher than the 70% criterion at the .05 level of significance.

Conclusion: The research findings indicate that the 4MAT with the 5W1H Technique enhances students' reading comprehension and analytical thinking skills. This is because students develop both the left and right hemispheres of their brains in a balanced manner. Additionally, they engage in both individual and group activities, which encourage them to construct knowledge independently through diverse learning activities, leading to a deeper understanding.

Factors Affecting Satisfaction in Using Information Technology in Public Services in Maha Sarakham Municipality, Talat Subdistrict, Mueang District, Maha Sarakham Province

Apiwut Warathanakorn — 2025-11-16

Background and Aims: Information technology plays a significant role in public services, enhancing the efficiency of government agencies, organizations, and the private sector. Technology has changed people’s way of life, making operations faster, more accurate, and more transparent. The continuous advancement of information technology has led to the development of modern and efficient management systems. Countries around the world have integrated information technology with both public and private sectors to create information infrastructures that support comprehensive services. A well-structured information system enables organizations to efficiently manage their operations, reduce errors, and improve operational flexibility. Government agencies that use information technology for management and public services can improve service quality, reduce costs, and create transparent and accountable systems. Systematic data collection and analysis enable more accurate decision-making and create opportunities for developing and finding creative policy solutions. This research aims to examine the factors influencing public satisfaction with the use of information technology in Maha Sarakham Municipality, focusing on key factors such as IT infrastructure, organization, knowledge, skills, and individual capabilities, budget allocation, and data security. The findings will help in planning, decision-making, and developing appropriate solutions, including methods for data analysis, which will ultimately improve service quality and management efficiency.

Methodology: The sample group is 396 people in Maha Sarakham Municipality, using Taro Yamane's formula. The research instruments are questionnaires. The statistics used for data analysis are percentage, mean, frequency, standard deviation, and multiple linear regression analysis.

Results: The research results were as follows: (1) the level of information technology usage in public services in Maha Sarakham Municipality, Talat Subdistrict, Mueang District, Maha Sarakham Province was rated at the highest level. (2) Factors affecting satisfaction with information technology usage in public services in Maha Sarakham Municipality, Talat Subdistrict, Mueang District, Maha Sarakham Province included personal knowledge, skills, organizational factors, budget factors, and organizational technology infrastructure factors. The correlation coefficient was 0.966, and descriptive variation was 93.40 percent, significantly at the .05 level. (3) Guidelines for developing the quality of information technology use in Maha Sarakham City Municipality, Talat Subdistrict, Mueang District, Maha Sarakham Province should cover personnel training and development, setting service standards, monitoring and evaluation, listening to opinions from both officials and citizens who use the service, and creating a service culture. If implemented effectively, it will increase the satisfaction of service recipients, make Maha Sarakham City Municipality stronger, and increase its service potential in the long term.

Conclusion: The research results found that the level of information technology usage in providing services to the public in Maha Sarakham Municipality is at a high level. The main factors are continuous, equal, and punctual service. However, there are still limitations in terms of infrastructure, equipment, and personnel readiness that need to be further developed in order to provide efficient services. Factors affecting public satisfaction include personnel knowledge, organizational factors, budget, and technology infrastructure. The municipality should develop personnel skills, improve its IT infrastructure, and increase the budget to develop more efficient technologies. Guidelines for developing the quality of information technology usage include expanding technology infrastructure, training personnel, strengthening data security measures, increasing transparency in budget management, and improving service processes, such as using an online queue booking system to reduce waiting time and increase service efficiency. Implementing these guidelines will enable the municipality to develop an information technology system that is convenient, fast, transparent, and covers all groups of people effectively, while also sustainably supporting future digital changes.

Supporting Factors Related to Personnel Operations in Green Warehouses: A Case Study of PB. Propack Company Limited

Thanakorn Philakul — 2025-11-16

Background and Aims: Business organizations worldwide are adapting to green logistics and supply chain concepts, particularly green warehouses that help reduce energy consumption and improve operational efficiency. However, this transformation impacts personnel, making skill development and technology adoption crucial factors. This research aims to study supporting factors related to personnel operations in green warehouses to guide policy development and enhance Thai organizations' capabilities in the future. The research objectives are: 1) to study the implementation level of supporting factors in green warehouses: a case study of PB. Propack Co., Ltd., 2) to study the implementation level of personnel operations in green warehouses: a case study of PB. Propack Co., Ltd., and 3) to study supporting factors related to personnel operations in green warehouses: a case study of PB. Propack Co., Ltd.

Methodology: Mixed methods research utilizing both quantitative and qualitative approaches. The quantitative research employed questionnaires to collect data from 253 samples, analyzing the relationship between supporting factors and personnel operations using Pearson's correlation statistics. The qualitative research used semi-structured in-depth interviews with 5 experts, employing content analysis to gather insights, opinions, and valuable recommendations for studying relationships.

Results: Technology adoption was the most impactful supporting factor on green warehouse operations, showing positive correlations with operational time (r = 0.72), energy consumption, and waste management (r = 0.68). This was followed by management support, training, and working environment factors that facilitate green warehouse operations. In-depth interviews confirmed that various supporting factors impact green warehouse operations, with technology being the most influential factor, followed by management support and training. These findings were consistent across both quantitative and qualitative research methods.

Conclusion: The development of supporting factors in technology adoption, coupled with personnel training and management support, correlates with green warehouse operations, reduces environmental impact, and enhances the long-term sustainability of warehouses and supply chains.

Motivation for the Work of Personnel of the Lopburi Provincial Administrative Organization

Kaeskanok Lukngam — 2025-11-16

Background and Aims: Successful organizational management requires both administrative skills and employee motivation. Currently, the Lopburi Provincial Administrative Organization (PAO) has 344 personnel, with a high rate of transfers and resignations due to differences in motivation and job stability. Therefore, studying employee motivation levels is essential for developing effective improvement strategies. This research aimed to 1) study the work motivation of the personnel of Lopburi Provincial Administrative Organization and 2) compare the work motivation of the personnel of Lopburi Provincial Administrative Organization.

Methodology: A questionnaire was used as a tool for data collection. The statistics used for data analysis were frequency, percentage, mean, standard deviation, and test for the difference in mean scores (t-test), F-test (F- test). When statistical significance was found, pairwise comparisons were made using the L.S.D. pairwise test. The sample group consisted of 185 civil servants, permanent employees, and hired employees of the Lopburi Provincial Administrative Organization.

Results: This study examined the motivation of personnel in the Lopburi Provincial Administrative Organization. The findings indicated that job achievement had the highest influence (= 4.46, S.D.=.29), followed by responsibility (= 4.46, S.D.=.29), characteristics (= 4.43, S.D.=.27), and recognition and respect (= 4.42, S.D.=.32), respectively. The comparison of employee motivation at the Lopburi Provincial Administrative Organization (PAO) found that gender and age did not significantly differ in motivation levels. However, job position type showed a statistically significant difference at the .001 level. Additionally, education level, average monthly income, marital status, and length of service demonstrated statistically significant differences in motivation levels at the .01 level.

Conclusion: The overall motivation level of employees at the Lopburi Provincial Administrative Organization (PAO) is high. However, the most influential factor affecting their motivation is work achievement, followed by responsibility, characteristics, and recognition and respect, respectively.

The Roles of School Administrators in Internal Supervision by using the Classroom-Based Approach to Develop Students’ Quality under the Lop Buri Primary Educational Service Area Office 2

Juthamas Keawphuang — 2025-11-16

Background and Aims: Education management plays a critical role in enhancing the quality of life for Thai people, in line with the National Education Act B.E. 2542. Supervision is one of the processes in educational quality development, guiding teachers and relevant personnel. Although the process of supervision includes both beneficial factors and obstacles, it still lacks continuity and coherence. This research aims to investigate the role of school administrators in internal supervision using the classroom as a base to improve student quality in the Lopburi Primary Educational Service Area Office 2.

Methodology: This study employs a field study approach. The sample consists of 371 individuals, including school administrators and teachers from the Lopburi Primary Educational Service Area Office 2, with 80 school administrators and 291 teachers. The data collection tool used was a questionnaire with a Cronbach’s alpha reliability coefficient of 0.954 and a content validity index ranging from 0.60 to 1.00. The data collected through online questionnaires were analyzed using various statistical methods, including frequency distribution, percentage, mean, standard deviation, t-test, and one-way analysis of variance (One-Way ANOVA).

Results: The research findings revealed that the role of school administrators in internal supervision using the classroom as a base to develop student quality in the Lopburi Primary Educational Service Area Office 2 was rated highly overall. All aspects of the supervision process were also rated highly. Furthermore, when comparing the roles of school administrators based on position, academic rank, and school size, no statistically significant differences were found using one-way ANOVA and t-tests.

Conclusion: The role of school administrators in internal supervision to enhance the quality of students in the Lopburi Primary Educational Service Area Office 2 is crucial and highly effective, with no significant differences based on various factors. Continuous and cohesive supervision will contribute to the future improvement of educational quality.

Participation of Parents for Enhancing Student Development with Special Needs in Samut Prakan Special Education

Anucha Khamjuang — 2025-11-16

Background and Aims: Parental participation plays an important role in enhancing the development of students with special needs by supporting learning, emotions, and society. In addition, the role of the family is instrumental in promoting children’s potential and ensuring that children receive appropriate and continuous support both at school and at home. This research therefore aims to 1) Study parental participation in enhancing the development of students with special needs at the Special Education Center in Samut Prakan Province; 2) Compare opinions on parental participation in enhancing the development of students with special needs at the Special Education Center in Samut Prakan Province classified by gender, age, education level, occupation, household income, and marital status; 3) Study guidelines for parental participation in enhancing the development of students with special needs at the Special Education Center in Samut Prakan Province.

Methodology: This research is a survey research. The sample group used in the research is 180 parents of students with special needs at the Special Education Center in Samut Prakan Province. The sample group was determined by analyzing the percentage of the population divided by the type of disability of the students. Then, the percentage of the population was used to determine the number of parents in the sample group, and simple random sampling was used to select the sample. The statistics used to analyze the data include mean, standard deviation, t-test, one-way analysis of variance, and essay analysis.

Results: It was found that 1) The participation of parents in enhancing the development of students with special needs at the Special Education Center in Samut Prakan Province was found to have a high average value ( =4.06). When considering each aspect, it was found that the aspect of training and raising had the highest average value ( =4.15) and the aspect with the lowest average value was decision-making ( =4.00). 2) Comparing opinions on the participation of parents in enhancing the development of students with special needs at the Samut Prakan Special Education Center classified by gender, there were no differences, except for the aspect of decision-making, where male parents were more involved than female parents. 3) Comparing opinions on the participation of parents in enhancing the development of students with special needs at the Samut Prakan Special Education Center classified by age, occupation, and household income, there were differences, except for the classification by education level and marital status, where there were no differences.

Conclusion: Parents play an important role in organizing education to enhance the development of students with special needs at the Special Education Center in Samut Prakan Province. They can also use the results of comparing opinions on parental participation as a guideline for creating parental participation in other areas, so that children receive appropriate and continuous care, resulting in being able to develop to their full potential and have a better quality of life.

Effect of 5E Inquiry-based Learning Combined with the Think-Talk-Write Technique to Enhance Mathematical Problem-solving Ability and Mathematics Learning Achievement of Ninth-grade Students

Adisaa Sealee — 2025-11-16

Background and Aims: Problem-solving ability is crucial for learning mathematics, as it serves as a fundamental skill that not only helps learners understand mathematical concepts but also enables them to apply these skills to real-life problem-solving. Therefore, mathematics instruction aims to enhance students' learning achievement and mathematical problem-solving ability. Teachers must adjust their teaching methods and instructional approaches accordingly. This study explores the use of the 5E inquiry-based learning combined with the Think-Talk-Write technique to promote the mathematical problem-solving ability of ninth-grade students and to improve their learning achievement. The research objectives are as follows: 1) to compare the mathematical problem-solving ability of ninth-grade students after receiving the 5E inquiry-based learning combined with the Think-Talk-Write technique with a criterion of 70 percent of the full score; and 2) to compare the mathematics learning achievement of ninth-grade students after receiving the 5E inquiry-based learning combined with the Think-Talk-Write technique with a criterion of 70 percent of the full score.

Methodology: This study is a pre-experimental research design employing a one-group posttest-only design. Data were collected after the learning intervention using a mathematical problem-solving ability test and a mathematics achievement test. The sample group consisted of 33 ninth-grade students from room 7 at Wiangjedeewittaya School, under the Secondary Educational Service Area Office, Lampang-Lamphun, who were enrolled in the second semester of the 2024 academic year. The research instruments included: 1) seven lesson plans for mathematics instruction using the 5E inquiry-based learning combined with the Think-Talk-Write technique, with each lesson lasting two hours, totaling 14 hours; 2) a four-item subjective test to assess mathematical problem-solving ability; and 3) a 30-item multiple-choice mathematics achievement test. Data were analyzed using the mean, standard deviation, and a one-sample t-test.

Results: 1) The mathematical problem-solving ability of ninth-grade students after receiving instruction through the 5E inquiry-based learning combined with the Think-Talk-Write technique had an average score of 39.15 points, accounting for 81.56 percent, which was higher than the specified criterion of 70 percent. This score was significantly higher than the predetermined criterion at the .05 level. 2) The mathematics learning achievement of ninth-grade students after receiving instruction through the 5E inquiry-based learning combined with the Think-Talk-Write technique had an average score of 25.36 points, accounting for 84.53 percent, which was higher than the specified criterion of 70. This score was significantly higher than the predetermined criterion at the .05 level.

Conclusion: Based on the research findings, which indicate that ninth-grade students achieved an average score in mathematical problem-solving ability and mathematics learning achievement significantly higher than the predetermined criterion of 70 percent at the .05 level, it can be concluded that the 5E inquiry-based learning combined with the Think-Talk-Write technique is an effective instructional method for enhancing students' learning achievement and problem-solving skills in mathematics. These findings provide valuable insights for mathematics educators, curriculum developers, and researchers in improving instructional strategies and fostering students’ mathematical problem-solving abilities.

The Role of School Administrators in Promoting a Creative Organizational Culture in Schools under the Lopburi Primary Educational Service Area Office 1

Wiphada Rujirakul — 2025-11-17

Background and Aims: Organizational culture is an important factor affecting the success and sustainable development of organizations in the present era. Creating a strong and valuable organizational culture can help strengthen good relationships within the organization, promote cooperation, and effectively increase work efficiency. This research therefore aims to 1) study the role of school administrators in promoting a creative organizational culture in schools under the Lopburi Primary Educational Service Area Office 1, and 2) compare the role of school administrators in promoting a creative organizational culture in schools under the Lopburi Primary Educational Service Area Office 1, classified by gender, age, position, experience, and school size.

Methodology: This research is qualitative. The sample consisted of school administrators and teachers under the Lopburi Primary Educational Service Area Office 1 for the academic year 2023, totaling 320 individuals, selected through stratified random sampling. The research instrument used was a questionnaire with a reliability coefficient of 0.956. Data were analyzed using percentage, mean, standard deviation, t-test, F-test, and one-way ANOVA.

Results: 1. The overall role of school administrators in promoting a creative organizational culture in schools under the Lopburi Primary Educational Service Area Office 1 was at the highest level. 2. The comparison of the role of school administrators in promoting a creative organizational culture in schools under the Lopburi Primary Educational Service Area Office 1, classified by gender, age, experience, and school size, showed no significant differences. However, when classified by position, there were differences with a statistical significance level of .05.

Conclusion: School administrators play an important role in promoting creative organizational culture by emphasizing organizational success, personnel self-development, giving importance to people in the organization, and building good relationships among each other. The overall picture shows that administrators are committed to creating a creative work atmosphere. However, when considering various factors, it was found that gender, age, experience, and size of the school did not significantly affect the role of administrators. However, the position of the individual did affect management, with administrators playing a more prominent role than teachers in promoting organizational culture.

Creative Leadership of School Administrators that Affects the Effectiveness of Schools under the Nong Chok District Office, Bangkok

Montol Srisongkram — 2025-11-17

Background and Aims: Globalization and rapid changes in the economy, society, technology, and education have forced many countries to reform education in preparation for entering the 21^stcentury. Countries with knowledge and learning societies will have an advantage. The administration of educational institutions in this era, therefore, must emphasize creativity. Adapting and preparing personnel to receive change to increase management effectiveness. The purpose of this research is: 1. To study the creative leadership of school administrators. 2. To study the effectiveness of schools. 3. To study the relationship between the creative leadership of administrators and the effectiveness of schools. 4. To study the creative leadership of administrators that affects the effectiveness of schools under the Nong Chok District Office, Bangkok.

Methodology: The research sample consists of teachers under the Nong Chok District Office, Bangkok, in the academic year 2024. The sample size was determined using the Yamane (1973) sample size calculation formula, resulting in 259 people. A multi-stage random sampling method was used, and simple random sampling by lottery technique. The research tool was a questionnaire. The statistics used for data analysis included frequency, percentage, mean, standard deviation, Pearson Product-moment Correlation Coefficient for examining relationships between variables, and Multiple Regression Analysis for predicting variables. Significant variables were then used to create a prediction equation using the Stepwise method.

Results: The research findings are as follows: 1. The creative leadership of school administrators overall is rated at a high level. 2. The effectiveness of schools under the Nong Chok District Office, Bangkok, overall is rated at a high level. 3. The analysis of the relationship between the creative leadership of school administrators and the effectiveness of schools under the Nong Chok District Office, Bangkok, overall is rated at a high level. 4. The best predictor variables for the creative leadership of school administrators include two variables, ranked by importance as follows: vision (X₃) and imagination (X₄). These two predictor variables are significant in predicting the effectiveness of schools under the Nong Chok District Office, Bangkok, with statistical significance at the .01 level. The multiple correlation coefficient is .769, indicating that these predictors together account for 58.67% of the school’s effectiveness, with a standard error of prediction of 0.248: The prediction equations are as follows:

Forecasting equations in raw scores

Y = 1.295 + 0.292X₃ - 0.162X₄

Forecasting equations in standard form

ZY = 0.348X₃ - 0.177X₄

Conclusion: The study results show a significant positive relationship between the creative leadership of school administrators and the effectiveness of the school, with a very high correlation. Additionally, the creative leadership of school administrators and the effectiveness of the school also emerged as important predictors, together accounting for 58.67% of the school’s effectiveness.

The Influence of Creative Leadership of School Administrators on Predicting the Effectiveness of Schools under the Bangkok Secondary Educational Service Area Office 2

Parichat Katudthong — 2025-11-17

Background and Aims: Education is a crucial tool for human resource development, with schools playing a key role in producing a quality workforce. Leaders with creative leadership qualities contribute to innovation and help develop organizations in alignment with societal changes. This, in turn, enhances the effectiveness of school management and improves the quality of education, preparing students to adapt to future changes. Therefore, the objectives of this research are: 1) To study the level of creative leadership among school administrators under the Secondary Education Service Area Office, Bangkok Metropolitan Region 2. 2) To study the level of effectiveness of schools under the Secondary Education Service Area Office, Bangkok Metropolitan Region 2. 3) To examine the influence of creative leadership by school administrators on the effectiveness of schools under the Secondary Education Service Area Office, Bangkok Metropolitan Region 2.

Methodology: The sample group used in this research consists of school administrators and teachers under the Secondary Education Service Area Office, Bangkok Metropolitan Region 2, for the academic year 2024. The sample includes 141 school administrators and 359 teachers, totaling 500 individuals. The research tool used is a questionnaire, which has a reliability coefficient of 0.990. The statistical methods used for data analysis include Mean (M), Standard Deviation (SD), and Multiple Regression Analysis.

Results: 1) The study on the creative leadership of school administrators under the Secondary Education Service Area Office, Bangkok Metropolitan Region 2 found that, overall, the level of creative leadership was high. When considering specific aspects, in order from highest to lowest, the key elements were: creativity, having a vision, adaptability and flexibility to change, and teamwork. 2) The study on the effectiveness of schools under the Secondary Education Service Area Office, Bangkok Metropolitan Region 2 found that, overall, the effectiveness level was the highest. When considering specific aspects, in order from highest to lowest, these were: the ability to develop students with a positive attitude, the ability to solve problems within the school, the ability to adapt and develop the school, and the ability to produce students with high academic achievement. 3) The study on how the creative leadership of school administrators affects the effectiveness of schools under the Secondary Education Service Area Office, Bangkok Metropolitan Region 2 showed that creative leadership had an impact on school effectiveness, with a constant value of 0.012. When considering the regression coefficients (B) in order from highest to lowest, these were: the coefficient for vision, the coefficient for adaptability and flexibility to change, and the coefficient for creativity. The constant and regression coefficients of creative leadership that affect the effectiveness of schools can be written as a prediction equation in raw scores as follows:

\hat{y} = 0.012 + 0.274 (X2) + 0.419 (X3) + 0.351 (X4)

Conclusion: School administrators with high creative leadership positively influence adaptability and teamwork, enabling the institution to develop and grow continuously. They demonstrate the ability to foster student development in attitudes, problem-solving skills, and academic achievement. The effective management of the institution allows it to respond quickly to changes, leading to success in the development of various systems within the school.