GUIDELINES FOR PROMOTING STUDENT AFFAIRS ADMINISTRATION ACCORDING TO APPAMAÑÑĀ IV PRINCIPLES UNDER THE OFFICE OF VOCATIONAL EDUCATION ANG THONG PROVINCE

Abstract

This research article aimed to study three key objectives. First was to examine the current state of student affairs administration promotion under the jurisdiction of the Ang Thong Provincial Office of Vocational Education. Second was to explore methods for promoting student affairs administration based on the four principles of Appamaññ  under the same jurisdiction. Third was to propose guidelines for enhancing student affairs administration by the four principles of Appamaññ . This study employed a mixed-methods 1) Quantitative research, the data collection tool was a questionnaire. The population used for research was 144 administrators and teachers under the Office of Vocational Education, Ang Thong Province. The statistical data analysis was percentage, frequency, mean, standard deviation. 2) Qualitative research by studying documents and using interviews with 7 key informants. The data were analyzed using content analysis.

The research result was found that: 1) The overall condition of student affairs administration under the Office of Vocational Education, Ang Thong Province, in 6 areas, is at a high level. As for the results of considering each area, it was found that every area was at the highest level, including special project work and community service. Each area was at a high level, ranked from highest to lowest, including student activities, teacher counseling work, career guidance work, student welfare work, and the area at the lowest level was administrative work, respectively. 2) The promotion of student affairs administration based on the four principles of Appamaññ  should encourage teachers to ensure the safety of students while they were at school. This would ensure that teaching and learning proceed seamlessly while providing students with a secure and nurturing environment. Teachers should show genuine attentiveness by actively listening to students' concerns, monitoring their well-being, and fostering a warm and supportive atmosphere, resting areas and service spaces should be provided for students. Teachers should offer gentle guidance, inspired students to explore their life and career goals and organized group activities that fostered relationships and helped students in solving problems. They should serve as personal advisors, designing activities that included all students and align with their needs, abilities, and interests while encouraging student participation. Projects should be implemented to support underprivileged students and promoted environmental responsibility. Emphasis should be placed on the local community by listening to its concerns and needs to develop activities that helped students learn how to engage with their communities constructively. This approach supported improving students' experiences and contributes to the overall quality of life within the community. 3) The guidelines for promoting student affairs administration, based on the four principles of Appamaññ  under the jurisdiction of the Ang Thong Provincial Office of Vocational Education, emphasized the need to establish strong teacher-student relationships. Teachers should actively listen to students' concerns and guide them with empathy and understanding. They must organize activities that fostered relationship-building and supporting students from vulnerable groups. Additionally, establishing welfare funds to assist students in need, offering career counseling to build trust, and creating a nurturing environment would encourage students to openly express their career aspirations. Teachers should provide comprehensive information on diverse career paths that align with students' abilities. Advisors must be well-prepared to offer tailored guidance that addressed individual challenges, collaborating with parents to resolve issues. Moreover, teachers should advocate for programs that developed students' skills and personal qualities, organizing activities that enhanced both professional competencies and overall characters.