Journal of MCU Nakhondhat

A COMPETENCY DEVELOPMENT MODEL OF SCHOOL ADMINISTRATORS ACCORDING TO THE 21ST CENTURY EDUCATIONAL MANAGEMENT CONCEPT OF THE SCHOOL UNDER THE MUNICIPALITY PHANG NGA PROVINCE

Suparat Saithong — 2026-05-21

This research aims to 1) Analyze the components of 21st-century school administrator competency enhancement, 2) Create a model for 21st-century school administrator competency enhancement, and 3) Examine the model for 21st-century school administrator competency enhancement. A mixed-methods research design was used. Five key informants were school administrators and principals. The sample consisted of 90 teachers and chairpersons of basic education school boards, selected using purposive sampling based on the Krejcie-Morgan table. Nine experts and qualified individuals participated in expert-based seminars and nine participants in focus group discussions, also selected using purposive sampling. The research instruments included questionnaires, interviews, and model evaluation forms. The questionnaire had a reliability coefficient of 0.911. Statistical analysis included mean and standard deviation. The research findings revealed that 1) The eight main components of 21st-century school administrator competency enhancement were: leadership, interpersonal skills, organizational management, policy and strategy management, curriculum and instruction management, administrative management, finance and budget management, general administration, and personnel management. The overall average score for the components of 21st-century school administrator competency enhancement was 4.60. 2) The development of a model for enhancing 21st-century school administrator competencies incorporates five principles: participatory management, mission integration, competency enhancement, organizational culture promotion, and sustainability development. and 3) Seminars and focus group discussions revealed three limitations in implementing this model: 1) A shared vision and goals for competency development; 2) Consideration of its suitability to the school context; and 3) Reinforcement of learning and development to equip school administrators with the competencies to improve educational quality.

THE DEVELOPMENT OF A MODEL FOR ENHANCING TEACHERS’ COMPETENCY IN ACTIVE LEARNING MANAGEMENT THROUGH LESSON STUDY INTEGRATED WITH A PROFESSIONAL LEARNING COMMUNITY TO IMPROVE STUDENT QUALITY AT MAETAM TADKWAN WITTHAKHOM SCHOOL UNDER THE CHIANG RAI SECONDARY EDUCATIONAL SERVICE AREA OFFICE

Suriya Buddee — 2026-05-21

This research aimed to 1) Study the current conditions and problems, 2) Develop and validate a model, 3) Compare teachers’ ability in active learning management with the 80 percent criterion, 4) Examine the quality of learners after implementing the model, and 5) Evaluate the model The study employed a research and development (R&D) approach. The informants were 22 teachers from Maetam Tadtkwan Wittayakom School in the 2025 academic year, selected through purposive sampling. The research instruments included a model for enhancing teachers’ ability in active learning management and an assessment form for evaluating such ability. Data were analyzed using mean, standard deviation, percentage, and a one-sample t-test. The findings revealed that the current state of teachers’ active learning management was at a moderate level ( = 3.47), while the desirable state was at the highest level ( = 4.77). The model consisted of five components: principles, objectives, processes, measurement and evaluation, and supporting conditions for success. The process comprised four steps (A-PAR): analyzing learning problems, planning learning management strategies, implementing learning management and classroom observation, and reflection and knowledge sharing. Each step was integrated with the Professional Learning Community (SCCER-US) process, which includes shared vision, shared norms and values, setting common goals focused on student learning, collaborative teamwork, coaching by experts, reflective dialogue, the use of data for continuous improvement and the supporting conditions. Teachers’ ability in active learning management was at the highest level ( = 4.58), with a percentage of 91.60, which was significantly higher than the 80 percent criterion at the .01 level of statistical significance. Students’ academic achievement, desirable characteristics, and key competencies were higher than those in the 2024 academic year. Teachers’ opinions on the use of the model were also at the highest level ( = 4.65).

POLICY FOR THE PREVENTION AND SUPPRESSION OF TECHNOLOGY-BASED CRIME BY CALL CENTER GANGS OF THE ROYAL THAI POLICE

Nawee Nutyothin — 2026-05-21

This research aims to 1) Study the situation of Technology-Based Crime by call center gangs from the past to the present, 2) Examine government policies and measures to prevent and address cybercrime caused by call center gangs, and 3) Study the results of the implementation of these prevention and remediation measures. This is a qualitative research study with a sample group of 15 participants, comprising government personnel (Royal Thai Police officers), private sector representatives (financial institutions), and members of the public (elderly individuals who have been affected by call center gangs). Data were collected through in-depth interviews, focus group discussions, and non-participant observation in the Yannawa, Bang Kapi, and Huai Khwang districts of Bangkok. Data were analyzed using content analysis. The research findings indicate that 1) Cybercrime caused by call center gangs is continuously increasing, with more sophisticated modus operandi and widespread damage to the public; 2) Government policies and measures are increasingly integrated, including data integration, investigative technology, and international cooperation; and 3) The public still lacks digital literacy, leading to continued victimization by call center gangs. The research findings led to the development of the Nawee Model, a policy framework for preventing and suppressing technology-related crimes, specifically call center scams, by the Royal Thai Police. It comprises five components: 1) Legal framework and policy norms; 2) Enhancing digital literacy and skills among the public; 3) Systemic cooperation among all sectors; 4) Utilizing technology and innovation in law enforcement; and 5) A fair system for assisting and compensating victims.

INTEGRATING LOCAL WISDOM WITH MODERN SUPPLY CHAIN MANAGEMENT FOR SUSTAINABILITY: A CASE STUDY OF NAN-MALT COMMUNITY ENTERPRISE, NAN PROVINCE

Jitsupa Kitipadung — 2026-05-23

This study aims to 1) Examine the supply chain of Nan-Malt Community Enterprise in Nan Province based on the SCOR Model framework, and 2) Analyze the integration of local wisdom with modern management to achieve sustainability. Data were collected through in-depth interviews with 15 key informants, including enterprise leaders, government officials, and experts. The study employed content analysis and data triangulation to ensure research trustworthiness. The empirical findings reveal that the enterprise has distinct competitive advantages, specifically in operational flexibility, robust community-based partnership networks, and the production of unique, high-quality artisanal goods. However, critical weaknesses were identified on underdeveloped information technology systems, production capacity constraints, and a significant degree of individual dependency within the workforce. To address these challenges and ensure long-term viability, the study identifies six primary driving strategies: community-based partnership development, the synthesis of modern technology and local wisdom, a strategic transition toward a Business-to-Business (B2B) model, flexible labor management aligned with agrarian lifestyles, circular resource management, and value-based storytelling. Significant tangible outcomes substantiate the efficacy of these strategies. 1) The value of local wheat increased more than tenfold through processing certified by Food and Drug Administration (FDA) and Good Manufacturing Practice (GMP) standards. 2) The enterprise secured consistent revenue streams from the B2B sector, which currently accounts for 50-60% of total income. 3) The implementation of a Zero Waste circular economy approach converting production residues into animal feed and organic fertilizer substantially minimized costs and environmental externalities. The knowledge gained is the 3I Model, which shows that community enterprises can achieve sustainability by combining local wisdom with modern management, and each dimension of sustainability complements each other in its application to other community enterprises.

THE DEVELOPMENT OF A BLENDED NANO-LEARNING PROCESS FOR ENHANCING HEALTH LITERACY AND HEALTH BEHAVIORS AMONG PRIMARY SCHOOL STUDENTS

Chanoknet Sirimanowong — 2026-05-23

This research aimed to: 1) Study and analyze the components of a nano-learning-based blended learning process to enhance health literacy and health behaviors among primary school students; 2) Develop the aforementioned learning process; and 3) Evaluate its effectiveness. Utilizing a Research and Development (R&D) methodology, the sample consisted of 30 fifth-grade students obtained through simple random sampling, with the classroom serving as the unit of sampling. This specific grade level was selected due to its age appropriateness and developmental alignment with the research tools. The research instruments included lesson plans, achievement tests, and satisfaction assessment forms. The study was conducted in three phases: baseline study, design and development, and effectiveness evaluation. Data were analyzed using mean, standard deviation, and t-tests. The findings revealed that: 1) The learning process components emphasize concise content delivery via short-form media combined with blended activities both inside and outside the classroom to foster proper health literacy and behaviors; 2) From the development of the aforementioned learning process, the resulting blended learning process (HERO-Nano Process) consists of four main components: conceptual foundation, objectives, a four-step learning process (Highlight, Engage, Reflect, Operate), and assessment. Expert evaluation found a high level of suitability and effectiveness (E1/E2) of 80.00/94.67, which meets the established standard of 80/80.; 3) Students' post-test academic achievement scores were significantly higher than pre-test scores at the .05 level. Additionally, health literacy and behaviors were successfully enhanced, and students reported the highest level of satisfaction with the process.

THE DEVELOPMENT OF READING COMPREHENSION SKILLS IN THAI LANGUAGE COURSE USING THE 5W1H INSTRUCTIONAL TECHNIQUE COMBINED WITH EXERCISES FOR SECOND-YEAR PRIMARY SCHOOL STUDENTS

Suchada Jitthanom — 2026-05-23

The purposes of this research were: 1) To compare the reading comprehension skills of Second-Year students before and after learning through the 5W1H technique combined with practice exercises. 2) To compare the reading comprehension skills between the group that learned through the 5W1H technique combined with practice exercises and the group that received traditional instruction among Second-Year. students and 3) To study the satisfaction of Second-Year students toward the learning management of reading comprehension through the 5W1H technique combined with practice exercises. This study employed a quasi-experimental research design.
The sample, obtained through cluster random sampling, consisted of Second-Year students at Pornsirikul School, the experimental group consisted of 27 students, and the control group consisted of 27 students. The research instruments included lesson plans, a reading comprehension skills test, practice exercises, and a satisfaction questionnaire. The statistics used for data analysis were mean, standard deviation, paired-samples t-test, and independent-samples t-test. The findings were as follows: 1) The Students who were taught using the 5W1H technique in combined with practice exercises demonstrated significantly higher reading comprehension skills in identifying main ideas after the intervention than before the intervention, at the .01 level of statistical significance. 2) The Students who received instruction through the 5W1H technique combined with practice exercises achieved significantly higher main idea reading comprehension skills than those who received conventional instruction, at the .01 level of statistical significance. and 3) The overall satisfaction of Second-Year students with the instructional approach using the 5W1H technique combined with exercises was at the highest level.

DEVELOPING A SERIES OF ACTIVITIES TO ENRICH PEOPLE WITH AN ECO-FRIENDLY LIFESTYLE WITH A LEARNING ECOSYSTEM TO CREATE A VALUABLE HAPPY SOCIAL AND ECONOMIC LIFE

Suppapat Muangsrinun — 2026-05-23

The research entitled “Developing a series of activities to enrich people with an eco-friendly lifestyle with a learning ecosystem to create a valuable happy social and economic life” aimed at developing and evaluate the effectiveness of activity packages implemented with lower secondary school students. The sample consisted of 306 students studying in the “Khao-Pa-Na-Le” ecological area of Nakhon Si Thammarat Province including Noppitam wittaya School, Rajaprajanugroh 19 School, Wichianpracharson School, and Watklang School. The research instruments consisted of four activity packages designed to promote environmentally friendly behaviors: solid waste separation, composting of food waste, crafting products from recycled materials, and reducing global warming. All activity packages were validated by experts, yielding an Index of Item-Objective Congruence (IOC) of 1.00. The learning process emphasized student participation and hands-on practice aligned with the local community context to address environmental issues. The results revealed that the students’ post-test mean score (14.80) was significantly higher than the pre-test mean score (11.35) at the 0.01 level of statistical significance across all participating schools. This finding indicated that the activity packages effectively enhanced students’ knowledge, understanding, and environmentally friendly behaviors. Regarding satisfaction, the students reported the highest level of overall satisfaction with the activity packages (4.53). They particularly appreciated the diversity of activities that could be practically implemented and the suitability of the materials and equipment used in the learning process. In addition, the findings indicated that gender and grade level differences did not significantly affect students’ satisfaction levels. In conclusion, the development of learning activity packages based on the “Khao-Pa-Na-Le” contextual ecosystem effectively promotes environmental knowledge, attitudes, and behaviors among youth. The activity packages also serve as an important mechanism for fostering environmental awareness and supporting sustainable social development in the long term.

DEVELOPMENT OF LEARNING ACHIEVEMENT IN THE COMPUTING SCIENCE SUBJECT THROUGH PROBLEM-BASED LEARNING (PBL) COMBINED WITH EDUCATIONAL GAMES FOR FIRST-YEAR PRIMARY SCHOOL STUDENTS

Chayapha Srirujee — 2026-05-23

This research aimed to 1) Compare the learning achievement in the Computing Science subject on the topic of simple problem solving of first-year primary school students before and after learning through Problem-Based Learning (PBL) combined with educational games, 2) Compare the students’ post-learning achievement with the 80 percent criterion, and 3) study the students’ satisfaction toward the aforementioned learning management. This study was quasi-experimental research using a one-group pretest-posttest design. The sample consisted of 27 first-year primary school students at Ban Nikhom Wang Hin School, selected by cluster random sampling using the classroom as the sampling unit. The research instruments included lesson plans, a learning achievement test, and a satisfaction questionnaire. Data were collected through a pretest, the implementation of learning activities according to the designated lesson plans, a posttest, and a satisfaction assessment. The statistics used for data analysis were mean, standard deviation, dependent samples t-test, and one-sample t-test. The research findings revealed that 1) The students’ mean learning achievement score increased from 10.78 to 16.96 out of 20 points, with a statistically significant difference at the .01 level; 2) When the post-learning achievement was compared with the 80 percent criterion, which was set at 16 points, the students’ post-learning mean score was 16.96, which was significantly higher than the criterion at the .01 level; and 3) The students’ overall satisfaction was at the highest level ( = 4.52, S.D. = 0.17). The instructional media aspect had the highest mean score, followed by the learning management aspect and the content aspect, respectively.

SUSTAINABLE EDUCATIONAL SUPERVISION IN THE NEW NORMAL ERA

Phongphan Chaibunrueang — 2026-05-21

This academic article aims to examine the meaning, key concepts, principles, components, and driving approaches of educational supervision in the new normal era toward sustainability through the synthesis of policy documents, research studies, and academic concepts from both domestic and international sources. The findings reveal that educational supervision in the new normal era is no longer merely concerned with monitoring or controlling teachers’ performance; rather, it emphasizes supporting professional learning, empowering teachers, improving the quality of instructional management, and continuously enhancing student learning outcomes within the context of rapid social, technological, and learner-centered changes. Major challenges include differences in school contexts, teachers’ workloads, academic leadership, personnel participation, the effective use of data and technology, and integration with internal quality assurance systems. The synthesis proposes six key principles: context-based supervision, developmental rather than controlling supervision, academic and distributed leadership, integration with professional learning communities, ethical use of technology and data, and alignment with internal quality assurance systems. Furthermore, the proposed supervision model consists of six components: situational analysis, collaborative planning, coaching-based supervision, the integration of technology and AI, developmental evaluation, and the creation of organizational culture. The study also suggests that the implementation of educational supervision should be systematically conducted at all levels, including policy, educational service areas, schools, teachers, and professional learning communities, to enhance student quality through continuous professional teacher development. In conclusion, educational supervision in the new normal era should focus on creating a flexible collaborative learning culture, promoting the ethical use of data, and driving sustainable educational development at every level.

PROACTIVE LEADERSHIP DEVELOPMENT IN PRIVATE SCHOOL ADMINISTRATION FOR ENHANCING SUSTAINABILITY

Tanchanok Phudinkhao — 2026-05-21

This academic article aims to explain the concepts, principles, and directions for developing proactive leadership in the administration of private educational institutions to enhance sustainability amid the dynamic changes of society and environmental conditions in each era. In the past, educational administration was commonly based on hierarchical command structures with clearly defined chains of authority and fixed operational frameworks, which were appropriate for social contexts characterized by stability and minimal change, enabling effective quality control and goal achievement. However, in today’s world of rapid change, uncertainty, and unpredictability, private educational institutions are confronted with numerous challenges, including advancements in digital technology that influence learning management, intense competition in the educational sector, and rapidly changing expectations of learners, parents, and service recipients. Consequently, traditional leadership styles and conventional administrative systems often lack flexibility, are unable to respond promptly to emerging situations, and may negatively affect organizational quality standards and institutional stability. To enable private educational institutions to adapt and effectively cope with these changes, this article proposes important approaches for enhancing administrators’ competencies through the development of proactive leadership. Such development requires strategic vision together with innovative initiatives and preventive planning in order to systematically prepare for potential crises in advance. This will help organizations operate effectively amid rapidly changing environments and serve as a significant foundation for driving educational institutions toward sustainability in terms of academic quality, financial stability, social credibility, and a strong organizational culture, which will ultimately enable private educational institutions to grow and sustain themselves in the long term.

COLLABORATIVE MANAGEMENT OF LOCAL EDUCATION IN THE DIGITAL ERA

Pichaya Buneuer — 2026-05-21

This academic article aims to analyze and present concepts, trends, and models of local educational collaboration management within the context of global societal transformation in the digital era. The study employs an analytical literature review combined with a synthesis of academic sources, including theoretical frameworks and empirical studies related to collaborative governance among key stakeholders, namely educational institutions, local administrative organizations, government agencies, the private sector, and communities. The findings indicate that global educational systems are transitioning from centralized administrative models toward collaborative network-based governance, emphasizing multi-stakeholder participation in shaping educational development at the local level. Such collaboration facilitates the exchange of resources, knowledge, and educational innovations, thereby enhancing the quality of learning outcomes and fostering sustainable human capital development within communities. However, effective management of educational collaboration requires the integration of critical factors, including network-oriented leadership, well-defined management mechanisms, efficient communication and coordination systems, and continuous community engagement. Based on the synthesis of the reviewed literature, the study concludes that future development of local educational collaboration management should prioritize the establishment of an integrated collaborative system. This should begin with systematic and continuous capacity building of local organizations, alongside the development of cooperative networks among relevant sectors, to ensure that educational management effectively responds to societal needs and local contexts sustainably.

THE STATE OF INTERNAL SUPERVISION WITHIN EDUCATIONAL INSTITUTIONS THAT ENHANCES TEACHER COMPETENCE

Thanyamas Daengseeda — 2026-05-23

This academic article aims to study the state of internal supervision in educational institutions focused on enhancing teacher competencies. Internal supervision is a collaborative process between school administrators and teachers to improve the quality of education, with a focus on improving the effectiveness of teaching and learning. This aligns with Sergiovanni, T. J. & Starratt, R. J. concept of supervision as a professional process aimed at developing teachers through collaborative learning rather than control and monitoring. Since educational institutions are the primary units for developing students to possess the characteristics required by educational standards, which are a crucial foundation for national development, it is essential that they develop effective internal supervision processes. However, many schools still face problems in implementing internal supervision due to administrators having heavy workloads, resulting in inconsistent and unreliable supervision. Furthermore, some administrators lack understanding of appropriate supervision, focusing more on monitoring than on consultation. This approach hinders the effective promotion and development of teacher competencies and may negatively impact the quality of teaching and learning. Therefore, internal supervision that enhances teacher competencies is a vital task for school administrators, consistent with McClelland, D. C. concept of competence, which emphasizes that the ability to perform effectively arises from the integration of knowledge, skills, and individual attributes. Teachers need to continuously develop themselves and their profession. Therefore, internal school supervision aimed at enhancing teacher competencies is a crucial mechanism for driving educational quality. This emphasizes participation, mentoring, and continuous development to promote professional learning among teachers, ultimately leading to improved student learning.

DIGITAL LEADERSHIP FOR SCHOOL ADMINISTRATORS

Pannaphat Phonpiriyaporn — 2026-05-23

Digital leadership for school administrators plays a significant role in educational management in the 21st century. This academic article aims to analyze the concepts, roles, and challenges of digital leadership for school administrators, as well as to synthesize guidelines for developing digital leadership to serve as a conceptual framework for enhancing school administration in the digital era. This study employs documentary review, research studies, and academic articles from both domestic and international sources. Then, collected information was analyzed and synthesized using content analysis. The findings indicate that the development of digital leadership for school administrators should emphasize four key components: developing vision and digital skills, building a digital organizational culture, strengthening networks and communication, and managing change and adaptation, while facing with key challenges including budget constraints, digital skills of personnel, and cybersecurity. The development guidelines focus on establishing clear strategies and promoting Professional Learning Communities (PLC) to address personnel skill gaps and cybersecurity issues through collective learning of safe practices. Additionally, building collaborative networks with external organizations to mobilize technological resources and expertise will help mitigate budget constraints and strengthen cybersecurity systems. These components support effective integration of technology and innovation in both school administration and instructional management, promote developing competency of teachers and staff members, and foster a learning environment that is appropriate for the digital era. Furthermore, the author has proposed a synthesized conceptual framework to serve as a guideline for strengthening the competencies of administrators, enabling them to effectively respond to changes and enhance the efficiency of educational management.