Journal for Developing the Social and Community

The Development of a Training Curriculum on Lesson Plan Design Based on the Criteria and Methods for Evaluating Teachers’ Academic Ranks under the Office of Primary Educational Service Area

Tanyaboon Tavonpaibooncharoen — 2026-01-15

Background and Aims: The development of a training curriculum on lesson plan design based on the criteria and methods for evaluating the positions and academic standing of teachers and educational personnel is essential for enhancing teachers’ potential to deliver quality instruction in alignment with professional standards and evaluation criteria. This study aimed to: (1) develop a training curriculum on lesson plan design based on the criteria and methods for evaluating teachers’ positions and academic standing, (2) determine the efficiency of the developed curriculum, (3) compare participants’ learning outcomes before and after the training, and (4) examine participants’ satisfaction with the curriculum.

Methodology: This study was a research and development (R&D) study. The sample group consisted of 30 primary school teachers in the Health and Physical Education learning area under the Office of Ratchaburi Primary Educational Service Area 2. The research was conducted in four phases: (1) studying relevant information and research, (2) developing and validating the quality of the curriculum, (3) implementing the trial of the curriculum, and (4) applying the curriculum to evaluate its effectiveness. The research instruments included (1) a training curriculum on lesson plan design, (2) a pre- and post-training knowledge test, and (3) a satisfaction questionnaire. The data were analyzed using percentage, mean, standard deviation, and dependent t-test.

Results: 1) The developed training curriculum was found to be appropriate in both content and learning process. 2) The curriculum demonstrated high efficiency, with a process efficiency (E1) of 87.57 and a result efficiency (E2) of 82.67, exceeding the set standard of 80/80. 3) The participants’ post-training learning achievement was significantly higher than their pre-training achievement at the .05 level.
And 4) The participants’ overall satisfaction with the curriculum was at the highest level, with a mean score of 4.58 and a standard deviation of 0.75.

Conclusion: The developed training curriculum was found to be appropriate in both content and learning process. It effectively enhanced teachers’ knowledge and skills in lesson plan design. The participants showed increased knowledge after the training and expressed a high level of satisfaction with the curriculum, indicating that the developed program is practical, suitable for implementation, and beneficial for teachers’ professional development.

Digital Technology Competencies of Teachers in Basic Education Institutions under Surin Primary Educational Service Area Office 1

Thanavut Kunnam — 2026-01-15

Background and Aims: In today's digital world, teachers need digital competencies to manage learning and develop their professional skills. Teachers develop students' digital competencies through continuous integration of digital competencies into learning.
This research aims to 1) study the digital technology competencies of teachers and
2) compare the digital technology competencies of teachers in primary schools under the Surin Primary Educational Service Area Office 1, categorized by gender, educational level, and work experience.

Methodology: This research was a survey research. The sample consisted of 340 civil servant teachers. The sample group was determined using the Krejcie and Morgan table. The sample was stratified random sampling. The tool used was a 5-level rating scale questionnaire with a reliability value of .967. The research aimed to find ways to develop teachers' digital technology competence. The target group was 7 school administrators who were specifically selected. The statistics used for data analysis included mean, standard deviation, and independent t-test, one-way analysis of variance (ANOVA), or
F-test.

Results: Teachers' digital technology competence was at a high level overall. Teachers of different genders had similar overall and individual digital technology competence. Teachers with different education levels had similar overall competence. Teachers with different work experiences had different overall competences. However, there were statistically significant differences at the .05 level in terms of basic digital technology knowledge, digital technology skills, and digital technology application. Guidelines for developing teachers' digital technology competence should establish a clear vision and policy. There should be investment in modern digital infrastructure. Teacher competence should be screened and teachers should be systematically developed through a variety of activities.

Conclusion: Teachers of different genders and educational levels showed no difference in overall and individual digital technology competencies. Teachers with different work experiences showed statistically significant differences at the .05 level in overall and in basic digital technology knowledge, digital technology skills, and digital technology application competencies. Guidelines for developing teachers' digital technology competencies should establish a clear vision and policy, invest in modern digital infrastructure, and systematically screen and develop teachers' competencies through diverse activities.

Technology Leadership of School Administrators Affecting to Digital Citizenship of Teachers in Basic Education Institution under Surin Primary Educational Service Area Office 3

Mettawat Onruang — 2026-01-16

Background and Aims: Digital technology plays a significant role in the lives of people of all ages and its use is increasing. Although most people in society use the internet or various digital media as part of their lives, this research aims to 1) study the technological leadership of school administrators, 2) study the digital citizenship of teachers, 3) study the relationship between the technological leadership of school administrators and the digital citizenship of teachers, and 4) study the impact of the technological leadership of school administrators on the digital citizenship of teachers in schools under the Surin Primary Educational Service Area Office 3.

Methodology: This research is a survey study. The sample group consists of 336 teachers from schools under the Surin Primary Educational Service Area Office 3. The sample size was determined using the Krejcie-Morgan table. Stratified random sampling was used, with the district where the school is located as the sampling stratum. The instrument used was a questionnaire with a 5-level Likert scale, with an Index of Content Validity (IOC) of 0.60 - 1.00 and a reliability coefficient of 0.97. The statistics used for data analysis were mean and standard deviation. Pearson correlation coefficient and multiple regression analysis were used to analyze the findings.

Results: 1) School administrators exhibited the highest level of technological leadership overall; 2) Teachers demonstrated the highest level of digital citizenship overall; 3) There was a very strong positive correlation (r = 0.92) between school administrators' technological leadership and teachers' digital citizenship (p < .01); and 4) School administrators' technological leadership significantly influenced teachers' digital citizenship (p < .01), predicting 87.40% of the variance. The predictive equation in raw scores is: Y = 0.704 + 0.348X₁ + 0.280X₄ + 0.218X₅.

Conclusion: school administrators exhibited the highest level of technological leadership, and teachers also demonstrated the highest level of digital citizenship overall. The technological leadership of school administrators was significantly correlated with and influenced teachers' digital citizenship (p < .01).

Followership Affecting to Work Performance of Personnel in Basic Education Institutions Chom Phra District under Surin Primary Educational Service Area Office 1

Udomsak Saengsai — 2026-01-18

Background and Aims: Followership is a process by which personnel demonstrate competence, responsibility, and cooperation in working with leaders and colleagues. It plays a crucial role in supporting decision-making. Quality followers do not merely follow orders but also take initiative, are assertive, responsible, enthusiastic, and collaborate constructively with leaders, thus contributing to effective operations. This research aims to 1) study the followership behavior of personnel in basic education institutions; 2) study the performance effectiveness of personnel in basic education institutions; 3) study the relationship between followership and performance effectiveness in basic education institutions; and 4) study the impact of followership on performance effectiveness in basic education institutions.

Methodology: This was a survey research. The sample consisted of 196 teachers in primary schools. The sample size was determined using the Krejcie-Morgan table, employing stratified random sampling based on school size. The data collection instrument was a 5-level Likert scale questionnaire with a reliability coefficient of 0.905. Statistical analyses included mean, standard deviation, Pearson correlation coefficient, and stepwise multiple regression analysis.

Results: The findings revealed that: 1) The overall level of followership in basic education institutions was high. 2) The overall performance efficiency of personnel in basic education institutions was high. 3) There was a moderate positive correlation (rXY = 0.57) between followership and performance efficiency in basic education institutions, statistically significant at the .05 level. 4) Three aspects of followership that influenced performance efficiency in basic education institutions, namely effective followership, adaptive followership, and survival followership, collectively explained 47.70% of the variance affecting performance efficiency, statistically significant at the .05 level.

Conclusion: Overall, teachers in primary education institutions exhibit a high level of followership and high work performance. Followership has a moderate positive correlation with work performance. The aspects of followership that influence work performance include effective followership, adaptive followership, and survival followership, which collectively explain 47.70% of the variance affecting work performance.

Teamwork Competency of Teachers in Small Schools under Surin Primary Educational Service Area Office 1

Yossawadee Homkhajorn — 2026-01-19

Background and Aims: Teachers' teamwork competence involves developing work potential, enhancing knowledge and skills in teamwork, and motivating personnel to use their competencies to create new processes or methods of work, thereby increasing efficiency and effectiveness in their work. This research aims to 1) study teamwork competence and 2) compare teamwork competence and approaches to developing teamwork competence among teachers in small schools under the Surin Primary Educational Service Area Office 1.

Methodology: This research employed a mixed-methods approach. The sample consisted of 217 teachers from small schools. The research instrument was a 5-level Likert scale questionnaire with a reliability coefficient of 0.945. A separate study aimed to identify approaches to developing teamwork competencies among teachers in small schools. A purposive sampling method was used to select nine teachers. Statistical analyses included mean, percentage, standard deviation, t-test, and one-way ANOVA.

Results: 1) The overall teamwork competence of teachers in small schools was at the highest level. 2) A comparison of teamwork competence of teachers in small schools categorized by gender showed no significant differences overall or in individual aspects. However, a statistically significant difference (p < .05) was found in both overall and individual aspects when categorized by educational level, and a statistically significant difference (p < .05) when categorized by professional qualifications. 3) Guidelines for developing teamwork competence among teachers in small schools indicated that teamwork in schools requires cooperation, assistance, reinforcement, and mutual encouragement to create a positive work environment and enhance work efficiency. Teachers should possess adaptability skills to diverse situations, demonstrate appropriate leadership and follower roles, and achieve quality and sustainable results.

Conclusion: Teachers possess the highest overall level of teamwork competence.
There is no significant difference in teamwork competence between male and female teachers. However, teachers with different educational levels and professional qualifications show statistically significant differences in overall teamwork competence at the .05 level. Developing teachers' teamwork competence requires cooperation, assistance, reinforcement, and encouragement to create a positive work environment and improve work efficiency. Furthermore, it involves all stakeholders in developing educational management to achieve shared goals in a quality and sustainable manner.

Relationship between Teachers' Competency in Active Learning and the Effectiveness of Academic Administration under the Surin Primary Educational Service Area Office 1

Chattrakarn Thaneepoon — 2026-01-19

Background and Aims: Active learning is the organization of activities that enable learners to actively participate in the learning process. It emphasizes learner interaction, stimulates hands-on learning, and encourages the application of skills and the connection of knowledge to solve problems. Teachers plan and manage these activities appropriately, aligning with effective 21st-century education. This research aims to:
1) study the competencies in active learning management; 2) compare teachers' competencies in active learning; 3) study the effectiveness of academic administration; 4) compare the effectiveness of academic administration; 5) study the relationship; and 6) study guidelines for developing teachers' competencies in active learning management and the effectiveness of academic administration in schools under the Surin Primary Educational Service Area Office 1.

Results: The findings revealed that: 1) Teacher competencies regarding active learning and academic administration effectiveness were at the highest level overall;
2) Comparing teacher competencies by gender and educational level, there were no significant differences overall or in specific areas; however, there were differences overall when compared by school size and experience; 3) Comparing academic administration effectiveness by gender and educational level, there were no significant differences overall, but there were differences overall and in specific areas when compared by school size and experience; 4) There was a relatively high positive correlation; and
5) Development approaches should focus on systematically developing teacher competencies by integrating technology and local wisdom. Furthermore, improving academic administration effectiveness should support the use of competency-based curricula, collegial supervision, and the creation of learning communities to sustainably enhance the quality of education.

Conclusion: Teachers' competence in managing active learning contributes to a high overall level of academic administration effectiveness. Therefore, educational institutions should focus on systematically developing teacher competencies by integrating technology and local wisdom, and should support the use of competency-based curricula, collegial supervision, and the creation of learning communities to sustainably improve the quality of education.

Adversity Quotient of Junior High School Students in Surawitthayakarn School under the Secondary Educational Service Area Office Surin

Wiphasongsiri Yongkong — 2026-01-19

Background and Aims: Problem-solving intelligence (AQ) among students is crucial in today's world, especially for students in grades 7-9 (secondary school), a period of significant academic and social change. A high AQ helps students manage problems effectively, develop creative problem-solving skills, and cultivate mental resilience, leading to continuous holistic development. This research aims to: 1. study students' problem-solving intelligence; 2. compare students' problem-solving intelligence; and
3. propose guidelines for developing problem-solving intelligence among lower secondary school students at Surawittayakarn School, Surin Secondary Educational Service Area Office.

Methodology: This research employed a mixed-methods approach. The sample consisted of 310 junior high school students from Surawittayakarn School, academic year 2024, selected using stratified random sampling based on grade level. The research instrument was a 5-point Likert scale questionnaire with a reliability coefficient of .95. Statistical analyses included percentages, means, and standard deviations. Hypothesis testing was conducted using the t-test and F-test. A purposive sampling method was used to develop problem-solving intelligence and overcoming obstacles in students. Qualitative data was collected through semi-structured interviews and analyzed using content analysis.

Results:. Students' problem-solving and coping intelligence, overall, is at a high level. Differences in gender, grade level, and study plan show no significant differences in overall or specific aspects of problem-solving intelligence. To develop students' problem-solving intelligence, educational institutions should design activities to enhance it, particularly in situational control. They should also foster a positive attitude towards problem-solving and increase confidence in decision-making, perhaps by inviting guest speakers or experienced students to share their approaches to dealing with difficult situations.

Conclusion: The overall problem-solving and perseverance intelligence of students is at a high level. A comparison of problem-solving and perseverance intelligence by gender, grade level, and study plan revealed no significant differences overall or in specific aspects. To further develop problem-solving and perseverance intelligence, educational institutions should design activities for students that will enable them to apply the skills learned in daily life and future learning.

Relation between Performance Motivation of Teachers with Internal Quality Assurance in Basic Education institution Under Surin Primary Educational Service Area Office 1

Nattanan Salangam — 2026-01-20

Background and Aims: Successful quality assurance operations rely on the participation of teachers, who are the key forces in organizing learning, developing curricula, designing activities, and evaluating outcomes. This aims to raise student quality and align it with educational standards. The objectives of this research were to (1) study the level of work motivation and the level of internal quality assurance operations; (2) compare teachers' work motivation and the implementation of internal quality assurance operations in basic education institutions, classified by gender, education level, school size, and work experience; (3) study the relationship between motivation and educational quality assurance operations; and (4) explore approaches to promoting motivation among teachers under the Surin Primary Educational Service Area Office 1.

Methodology: This mixed-methods study utilized a sample of 340 teachers, selected through stratified random sampling. Seven informants were interviewed: three school directors from small, three from medium, and one from large schools. The research instruments included a five-point rating scale questionnaire (with a reliability of 0.976) and an interview form. Data were analyzed using percentages, means, standard deviations, t-tests, ANOVA, and Pearson's moment-to-moment correlation coefficients.

Results: The research results revealed: 1) Teachers' overall motivation levels were at the highest level, and their overall quality assurance performance within educational institutions was also at the highest level. 2) A comparison of teachers' motivation
by gender, education level, work experience, and school size revealed no differences in overall and individual motivation. Quality assurance performance was not different
by gender, education level, and experience, but differences in overall and individual performance were statistically significant at the .05 level. 3) Motivation was moderately positively correlated with quality assurance performance (r = 0.51, p < .01).
4) Motivational strategies included self-development and professional advancement, fostering a supportive work environment, caring for welfare and quality of life, participatory management, and appropriate resource support.

Conclusion: Teacher motivation has a moderately positive correlation with quality assurance performance. Therefore, approaches to promoting teacher motivation should include self-development and professional advancement, creating a supportive work environment, ensuring welfare and quality of life, participatory management, and providing appropriate resource support.

Analysis of symbolism reflecting the theme of death in the film "The Undertaker"

Sarocha Taiphrom — 2026-01-20

Background and Aims: This research, titled "An Analysis of Symbolism Reflecting the Concept of Death in the Film the Undertaker," examines the film’s narrative architecture and the symbolic layers embedded within its portrayal of mortality. The study explores how the cinematic medium serves as a vehicle for articulating social and philosophical perspectives on life and death, specifically within the cultural landscape of Northeastern Thailand (Isan) and broader Thai society.

Methodology: This qualitative study draws on Storytelling Theory and Semiology as its primary analytical frameworks. The research process involved a close reading of the film’s visual compositions, supplemented by a review of relevant academic literature. To deepen the analysis, in-depth interviews were conducted with the director, providing direct insight into the conceptual intent and the symbolic logic used throughout the film. This multi-faceted approach ensures a nuanced understanding of the work.

Results: The findings indicate that The Undertaker employs a parallel narrative structure-centered on the characters "Jerd" and "Xiang"- to mirror diverse human responses to death, ranging from existential dread and attachment to ultimate acceptance.
This progression aligns with Gustav Freytag’s dramatic arc, tracing the characters' psychological evolution toward the realization that death is an intrinsic facet of existence. Both the semiotic analysis and directorial insights reveal a deliberate use of characterization, mise-en-scène, lighting, and local funerary rites-such as coffin tapping, the ritual binding of the deceased, and the traditional egg-tossing ceremony-to convey Buddhist tenets of detachment and the cyclical nature of life.

Conclusion: The study concludes that The Undertaker transcends conventional entertainment, functioning as a vital cultural site that articulates profound ontological views on mortality. By seamlessly weaving Isan traditions into the fabric of contemporary Thai values, the film recontextualizes death not as a finality, but as a natural transition within the broader continuum of life.

Development and Evaluation of an Activity Model for Novice Teacher Development in the Teacher Production for Local Development Project

Chirawut Phongsophon — 2026-01-20

Background and Aims: This research aimed to: (1) develop an activity model for enhancing novice teachers participating in the Induction Program (Cohort 8) under the Teacher Production for Local Development Project; (2) evaluate the appropriateness of the developed activity model and (3) synthesize recommendations for improving the Induction Program to meet the long-term professional development needs of novice teachers.

Methodology: The target group consisted of 72 novice teachers from nine provinces in the Upper Central Region of Thailand who participated in the program during 26–28 February 2025 at Valaya Alongkorn Rajabhat University under the Royal Patronage.
The research instruments included a document analysis form, a participant opinion questionnaire, and reflection notes. The data were analyzed using descriptive statistics, including mean and standard deviation, and qualitative content analysis.

Results: The findings revealed that: (1) the developed activity model for novice teacher development consisted of four main components: (a) professional identity and teacher ethics development, (b) instructional competency and innovation enhancement,
(c) collaborative learning through Professional Learning Communities and reflective practice, and (d) continuous professional growth linked to professional advancement. The core activities emphasized competency-based instruction (CBL), educational technology and AI integration, classroom action research, inclusive education, and individual development planning. (2) The overall appropriateness of the activity model was rated at a high level (𝑥̄ = 4.42, SD = 0.52), indicating its suitability in terms of content, learning process, and practical applicability in school contexts. (3) The synthesized recommendations highlighted the need to improve time management and the structure of training sessions, reduce the density of activities, expand opportunities for professional collaboration among participants, and add topics relevant to 21st-century teacher competencies, such as instructional coaching, positive teacher psychology,
and classroom innovation. Additionally, it was recommended that a post-training support system be implemented through online PLCs or mentoring to ensure sustainable teacher development.

Conclusion: The activity Model for Novice Teacher Development in the Teacher Production for Local Development was rated as highly appropriate (or highly satisfactory). Recommendations include revising the training schedule structure, reducing the density of activities, and incorporating professional topics essential for the 21st century.

The Development of a Blended Supervision Model to Promote Active Learning Based on the School as Learning Community Concept to Enhance Students’ Quality in World-Class Standard Schools

Sathaka Tanchai — 2026-01-20

Background and Aims: Particularly at World-Class Standard Schools that prioritize active learning and 21st-century skills, educational supervision is essential to improving teacher quality and student learning results. However, the burden of instructors, time limits, and a lack of integration with school development goals are some of the drawbacks that conventional monitoring systems frequently confront. As a result, under the idea of the School as a Learning Community (SLC), a novel supervision model that combines technology with collaborative learning principles is required. This study aimed to
(1) examine the current state, desirable state, and priority needs of educational supervision, (2) develop a blended supervision model to promote active learning based on the School as Learning Community concept, (3) investigate the effects of implementing the model, and (4) evaluate and expand the developed model in World-Class Standard Schools under the Roi Et Secondary Educational Service Area Office.

Methodology: This research employed a Research and Development (R&D) design conducted in four phases. The sample in the implementation phase consisted of 66 administrators and teachers from 7 World-Class Standard Schools, as well as 420 students. Research instruments included questionnaires, interview forms, and evaluation forms. Quantitative data were analyzed using mean, standard deviation, and the Modified Priority Needs Index (PNImodified), while qualitative data were analyzed through content analysis.

Results: The results showed that all parts of the desired state of supervision were better than the present state, with problem identification and needs assessment having the greatest priority. The created blended supervisory model, called the SO Model, had six supervision approaches and a 10-step supervision process. It incorporated three aspects (Agenda-Based, Function-Based, and Area-Based supervisory). According to World-Class Standard criteria, teachers' active learning competencies and school quality were at the highest level, according to implementation outcomes. High levels of utility, feasibility, propriety, and correctness were found in the model evaluation, and it was effectively extended to additional schools.

Conclusion: The blended supervision model developed in this study significantly improved teachers' active learning competencies and school quality, in keeping with the goals of World-Class Standard Schools. The SO Model has a lot of potential as a long-lasting and adaptable supervisory framework that promotes continuous educational progress and a collaborative learning culture.

Understanding of Community Diagnosis among Bachelor of Public Health Students, Major in Public Health

Wanna Suttiwan — 2026-01-31

Background and Aims: Community health assessment is a vital process that reveals the structure of actual problems and responds to community needs through participatory learning. This leads to root cause analysis and sustainable projects. Community diagnosis serves as a foundation for understanding the context of population, economy, society, and environment to identify health problems accurately. This study aim to investigate the understanding of community diagnosis among Bachelor of Public Health students. The findings will be used to plan the development of teaching methods and student competencies.

Methodology: This study used mixed methods research design. The target group consisted of fourth-year public health students at Valaya Alongkorn Rajabhat University under the Royal Patronage, enrolled in the Community Health Development course during the first semester of the 2025 academic year. The research tool was a test on community diagnosis containing 24 items: 20 multiple-choice questions and 4 subjective questions. The test utilized hypothetical situations to link various problems and scenarios. Quantitative data were analyzed using descriptive statistics, including percentage, mean, and standard deviation. Qualitative data were analyzed using content analysis based on the students’ written responses.

Results: The results showed that students had an overall average score of 38.52 (SD = 12.56) out of 70. When considering a 60% passing criterion, only 48.70% of students passed the overall test. The average score for the subjective section (28.49) had a higher passing rate (54.78%) compared to the multiple-choice section. In-depth analysis revealed that most students could explain the steps of community diagnosis. However, there were limitations in distinguishing between outcome problems and risk factors. Some scoring for priority setting was inappropriate. Additionally, errors were found
in using arrows to show causal relationships in the Web of Causation, reflecting a lack of systems thinking in some groups.

Conclusion: The findings indicate that students still have incomplete understanding of certain community diagnosis processes. Specifically, skills in analyzing the links between social determinants of health and priority setting need improvement. These results are useful for designing future instruction to focus on developing analytical thinking skills and applying theory to practice effectively in real-world settings.