Journal of Educational Administration and Supervision

Guidelines for Digital Leadership Development of School Administrators under the Office of Mahasarakham Secondary Educational Service Area

2024-08-09T22:38:05+07:00

The purposes of this research were: 1) to explore existing situation, desirable situation, and the priority needs to develop digital leadership of school administrators; and 2) to investigate the guidelines to develop digital leadership of school administrators. The mixed methods research was employed. The 1^st phase was exploring the existing situation, desirable situation, and the priority needs to develop digital leadership of school administrators. The samples were 317 school administrators and teachers in Secondary schools. The samples were randomized through stratified random sampling technique, classified by school sizes. The research instrument was a 5-rating scale questionnaire. The 2^nd phase was investigating the guidelines to develop digital leadership of school administrators. The informants were 5 school administrators being the best in digital leadership, and 5 experts evaluated the guidelines. The research instruments were a semi-structured interview form, and an evaluation form of the guidelines. Statistics used were mean, and standard deviation.

The research results were: 1) The existing situation to the digital leadership of school administrators was at a medium level, while the desirable situation was at a high level. The priority needs ranked from high to low were: digital vision, digital ethics, technological competencies, and digital ways of learning, respectively; and 2) The guidelines to develop digital leadership of school administrators were: 2.1) digital vision aspect: school administrator should emphasize on long-term perspective in utilizing digital technology and setting administrative system efficiently; 2.2) technological competency aspect: school administrators should develop the abilities to use technology for school administration, develop teachers on digital technology skills, develop network to utilize digital technology; 2.3) digital ways of learning aspect: school administrators create the digital organization culture, promote teachers to develop their digital skills; 2.4) digital ethics aspect: school administrators attend seminar on utilizing digital technology with ethic, responsibility and creativity. The assessment of the guidelines was at the highest level of propriety, feasibility and utility.

Guidelines for Sustainable Leadership Development of School Administrators under the Office of Mahasarakham Secondary Educational Service Area

2024-08-09T22:12:38+07:00

.The research objectives were: 1) to explore the existing and desirable situations, and the
priorityneeds to develop sustainable leadership of school administrators; and 2) to investigate the guidelines for sustainable leadership development of school administrators under the
Secondary Educational Service Area Office Mahasarakham. Mixed methods research was
employed, which divided into two phases. The 1st phase was exploring the existing situation, desirable situation, and the priorityneeds to develop sustainable leadership of school
administrators. The samples were 54 school administrators and 272 teachers, totality317 under the Secondary Educational Service Area Office Mahasarakahm, randomized by using stratified random sampling technique based onschool sizes. The 2nd phase was investigating the guidelines
for sustainable leadership development of school administrators. The informants were 5 outstanding administrators onsustainable leadership, and 5 experts toevaluate the guidelines to develop sustainable leadership. The research instruments were a 5-rating scale questionnaire
with reliability of the existing situation at .867 and the desirable situation at .881, an interview

Guidelines Development for Promoting Learning Leadership among Teachers in Bangkok Metropolitan Administration Schools

2025-03-04T00:47:38+07:00

This research aimed to 1) study the characteristics and priorityneeds of learning
leadership among teachers in Bangkok Metropolitan Administration Schools, and 2) study the guidelines to promoting learning leadership among teachers in Bangkok Metropolitan
Administration Schools. A mixed-methods research approach was employed. The 1st sample group was 439 teachers Obtained through purposive sampling from Bangkok Metropolitan
Administration Schools and the 2nd group was seven experts. The research instruments included a learning leadership assessment scale and an in-depth interview form. The data were analyzed by priorityneeds assessment and content analysis. The findings revealed that 1) the characteristics of learning leadership among teachers showed team learning as the
highest-rated on the 1
st component (mean=4.265), followed by self-directed learning on the 5th component priority (mean=4.229). The priority needs assessment indicated the highest need in higher-order thinking on the 4th component (PNImodified=0.098), followed by integration for instructional development on the 6th component (PNImodified=0.096). For 2) the guidelines to promote learning leadership of those were as following, the study highlighted the importance of collaborative learning through professional learning communities, establishing
teacher networks to share best practices, conducting training programs and potential development, utilizing expert coaches and senior teachers as mentors, learning through
technology by using modern digital platforms, and promoting school-wide activities to foster
a learning culture. These strategies should be implemented on individual, school, organization, policy, and society in all levels

A Teacher Development Model in Learning Management Focusing on 21st - century Skills Using the Mentoring Supervision Process along with the Professional Learning Community of Thesaban 1 School (Wat Thewsangkharam) under the Royal Patronage of the Supreme Patriarch

2025-03-21T11:58:44+07:00

This research was focused on research and development with the following objectives: 1) to study the basic information 2) to develop the teacher development model
for learning management that focusing on 21st
-century skills by using the mentoring supervision process with the professional learning community 3) to study the result of the
model conduction, and 4) to assess the satisfaction to the model. The target group for
teacher development included 43 teachers. The sample group for assessing 21st -century skills consisted of 248 primary school students from grades 1 to 6 in the first semester of the 2024
academic year, selected through stratified random sampling technique. The tools used in the researched were questionnaires, interviews form, focus group discussions, operation manuals, teacher competence for learning management focusing on 21st -century skills assessment forms, assessment forms for 21st
-century skills of students, and questionnaires on satisfaction with the model. Data were analyzed by frequency, percentage, mean, standard deviation. The hypothesis testing was with t-test (Dependent Samples), and descriptive analysis.
The results of the research showed that, 1) the basic information on the working
environment in learning management that focusing on 21st -century skills of Thesaban 1 School (Wat Thewasangkharam) under the patronage of the Supreme Patriarch was at a moderate level in overall ( = 2.68, = 0.53) and the need for teacher development in learning management that focusingon 21st -century skills of which as a whole was at high level ( = 4.25, = 0.62) with the overall need index PNI Modified = 0.585, 2) the result of the development of the teacher development model in learning management focusing on 21st -century skills using the mentoring process with the professional learning community found that the academic administration model consisted of 6 components as following: 1) principles 2) objectives 3) work system and mechanisms 4) work process 5) evaluation guidelines and 6) conditions of the model implementation. The work process was divided
into 4 steps including: 1) preparation 2) teaching observations 3) data collection and analysis and 4) guidance meeting and improvement of teaching. The result of assessing the quality of the model by the experts found that the quality was at the highest level in overall, 3) the study of working process based on the model found that teachers were capable in learning management focusingon 21st -century skills at the highest level ( = 4.51, = 1.16) and effecting to the students having significantly higher 21st -century skills at the .01 level, and 4) the results of the evaluation of the satisfaction with the model were at the highest level in overall ( = 4.52, = 0.75).

Guidelines for Developing the Digital Leadership of School Administrators In under The Secondary Educational Service Area Office Mukdahan

2025-03-16T22:52:40+07:00

The objectives of this research were to: (1) investigate the current and desired states
of digital leadership among school administrators; (2) assess the priority needs for digital leadership among school administrators; (3) develop guidelines for the enhancement of digital leadership among school administrators; and (4) evaluate the appropriateness and feasibility of the proposed development guidelines. The sample group consisted of 252 participants, comprising 20 school administrators and 232 teachers. The sample size was
determined based on school size using stratified random sampling by percentage criteria. The research instruments included four types including; (1) a 5-rating scale questionnaire on the
current state of digital leadership, with 33 items of 5 components having a content validity index (IOC) ranging from 0.60 to 1.00, item discrimination values ranging from 0.31 to 0.64, and an the overall reliability of 0.91; (2) a 5-rating scale questionnaire on the desired state, with 33 items of 5 components … a content validity index ranging from 0.60 to 1.00, item discrimination values between 0.39 and 0.79, and the reliability of 0.95; (3) a structured interview form, with all items having a content validity index of 1.00; and (4) an evaluation form to assess the appropriateness and feasibility of the development guidelines, with all items having a content validity index of 1.00. The statistics for analysis included percentage, mean, standard deviation, and the Modified Priority Needs Index (PNIModified)
The research findings were as follows: 1)The current state of digital leadership among
school administrators was at a high level, while the desired state was at the highest level.
2) The priority needs of digital leadership among school administrators were
high at 3 aspects including; (1) promoting the integration of digital technology into learning management, (2) possessing a clear digital vision, and (3) supporting digital management and operations. 3) The guidelines for enhancing digital leadership among school administrators were a strong digital vision, the effective utilization of digital tools for planning and
administration, and digital literacy for self-improvement, as well as the teachers and
educational personnel, administrators should encourage teachers for creative ideas to adopt
innovative approaches in utilizing digital technology to improve teaching methods and learning experiences. Furthermore, they should recognize the significance of digital transformation and leverage digital tools to drive change creatively. School administrators should also allocate resources and funding to establish a technology-driven environment and systematically monitor and evaluate the implementation of digital technology. 4) The
evaluation of the appropriateness of the digital leadership development guidelines for school
administrators was at the highest level in all aspects. Similarly, the assessment indicated that all aspects and each aspect were at the highest level.

Needs Assessment of Instructional Leadership Development in World-Class Standard Schools under the Secondary Educational Service Area Office Chaiyaphum

2025-03-27T21:59:24+07:00

This research aimed to 1) study the current condition and desirable condition of
instructional leadership in World-Class Standard Schools, and 2) assess the priority needs for
instructional leadership in World-Class Standard Schools under the Secondary Educational
Service Area Office of Chaiyaphum. The sample consisted of 614 teachers and administrators
from World-Class Standard Schools, selected through stratified random sampling technique.
The research instrument was a 5-level rating scale questionnaire with content validity ranging between 0.80-1.00 and reliability of 0.989. The statistics used for data analysis included mean, standard deviation, and the Priority Needs Index Modified (PNImodified).

The research findings showed that: 1) The current condition of instructional leadership
in World-Class Standard Schools was at a moderate level, while the desirable condition was at the highest level, and 2) priority needs assessment of instructional leadership development for instructional leadership in World-Class Standard Schools, ranked from highest to lowest, were as follows: promoting teaching and learning atmosphere, curriculum and instructional management, instructional supervision, monitoring student progress, and mission definition respectively.

The Development of Learning Activity Sets to Enhance Product Design Skills for Short Course Students at SAMUTPRAKAN POLYTECHNIC College

2025-06-28T09:52:19+07:00

The purposes of the research were to; 1) investigate the efficiency of learning activity
sets to product design skills for short course students at Samutprakan Polytechnic College with the criteria of 75/75.; 2) compare learning activity sets to product design skills for short course students between before and after learning achievement.; 3) Compare the product
design skills for short course of the students with 75 percent critertion, and 4) study the students' satisfaction towards the learning activity sets to product design skills for short
course students at Samutprakan Polytechnic College. The sample group used in this research
was 11 students of Samutprakan Polytechnic College, academic year 2024,obtained by
Cluster Random Sampling through Colleges. The research instruments were 2 sets of product design skills for short course students learning activity, 2) The achievement learning test as
standardized test for the course with 2 items on four-choice. 3) The assessment on 6 check list product design skills and the satisfaction with product design skill for short course students learning a diversity questionnaire. The data were analyzed percentage, mean,
standard deviation and t-test statistics.

The results showed that; the efficiency of learning activity sets to product design skills
for short course students at Samutprakan Polytechnic College was 76.12/75.45 and the academic achievement of the short course students after learning was significantly higher than before at the 0.05 level, and the product design skills for short course were higher than
the criterion of 75 percentage and with a statistical significance of .05. and the students'satisfaction with product design skill for short course was at the highest level.

The Study of Multicultural Communities that Effecting to Early Childhood’s Upbringing under That Phanom Subdistrict Municipality, That Phanom District, Nakhon Phanom Province

2025-06-17T00:02:45+07:00

The purpose of this research study was to examine the current of multicultural
communities affecting to the upbringing and the growth of early childhood under That
Phanom Subdistrict Municipality, That Phanom District, Nakhon Phanom Province. The target group consisted of parents of early childhood and the population residing in That Phanom
Subdistrict Municipality, That Phanom District, Nakhon Phanom Province, aging between 20 and 70 years. A total of 98 with 37 males and 61 females. Both quantitative and qualitative data were collected. The research instruments included questionnaires, interviews form, and field field recording form.

The research results revealed that; Early childhood’s upbringing from families showed family economic problems, income become low due to the spread of the coronavirus disease 2019, and divorced families which lacked of fund in promoting learning for early childhood. There are different ethnic groups in the community but can adapt to each other and the administration from local government organizations can support and promote the
diversity of local ethnicities through cultural local traditions regularly.But there are the problems from the attitude and beliefs of the old people, grandfathers, grandmothers, that do not match with new generations, children and grandchildren cusing conflict and reject the
traditional culture of their ethnicity. And online learning is also the problem for early
childhood and parents including children with special needs in communities who need help from schools and government agencies

Guidelines for Applying Design Thinking in Developing a Growth Mindset of Teachers in District Learning Encouragement Center: A Case Study

2025-06-21T22:00:28+07:00

This research aimed to analyze guidelines for developing a growth mindset among teachers and to examine the effects of applying design thinking to develop the teachers’capacity. A participatory action research approach was employed. The target group was 8 teachers and educational personnel who were the entire staff of the District Learning
Encouragement Center and voluntarily participated in the study. The research was conducted with transparency and with a strong emphasis on voluntary participation. Qualitative tools
were developed based on the concepts of Stanford d.school and Lewrick et al., encompassing five stages including: Empathize (using Empathy Map and User Profile), Define (using Vision Cone), Ideate (using 2x2 Matrix), Prototype (using MVP activity) and Test (using Feedback Capture Grid). Data were collected through the PAOR process: Plan (developing a design thinking manual and activity), Act (conducting the activity), Observe (noting responses and behaviors), and Reflect (providing feedback and validating results), over one cycle lasting two month. Content analysis was employed for data interpretation.

The findings indicated that design thinking effectively promoted teachers’ growth mindset, particularly in enhancing intrinsic motivation, embracing challenges, and learning from mistakes. The activities raised teachers' self-awareness, fostered flexible mindsets, and enhanced adaptability to changing contexts. The approach emphasized genuine participation and the creation of psychologically safe spaces, contributing to sustainable behavioral transformation and growth mindset development.

The Relationship between Academic Leadership of School Administratorsin the Digital Age and Professional Learning Community of Schools underUbon Ratchathani Primary Educational Service Area District Office 1

2025-05-26T01:44:20+07:00

The objectives of this research were to study 1) the level of academic leadership of
school administrators in the digital age, 2) the level of being a professional learning
community, 3) the relationship between the academic leadership of school administrators in the digital age and the professional learning community, and 4) guidelines for developing academic leadership among school administrators in the digital age under the Office of Ubon Ratchathani Primary Educational Service Area 1. The sample consist ed of 30 school administrators and 301 teachers, totaling 331 participants through a stratified random sampling and simple random sampling techniques. The research instrument was a five-point Likert scale questionnaire with an overall reliability coefficient of .99 and an interview form. Data were analyzed by frequency, percentage, mean, standard deviation, Pearson's
correlation coefficient, and qualitative content analysis.
The research findings revealed that 1) The overall level of academic leadership of school administrators in the digital age was high. 2)The overall level of schools functioning as professional learning communities was high. 3)There was a high positive correlation between
the academic leadership of school administrators in the digital age and the professional learning communities (rxy = .754), which was statistically significant at the .01 level. 4) The recommended guidelines for development included: administrators should set strategic directions aligned with educational policies, utilize technology to enhance curriculum

Developing a Training Package ofCreating Learning through Researchand DevelopmentEducational InnovationPilot School, Education Sandbox Ubon Ratchathani Province

2025-06-17T00:06:04+07:00

This study aimed to: (1) develop a training package of creating learning through
research and development for educational innovation based on the efficiency index of 80/80; (2) compare participants’ knowledge and understanding between before and after using the
training package; and (3) evaluate the outcomes of its implementation. The sample
comprised 120 participants, including 60 administrators and 60 academic teachers from the Educational Sandbox under the Ubon Ratchathani Primary Educational Service Area Office 4. The research instruments consisted of: (1) the training package of creating learning through research and development for educational innovation, (2) a knowledge and understanding test, and (3) a questionnaire assessing the package's implementation. Data were analyzed by mean, standard deviation, and the dependent samples t-test.

The results revealed that: (1) The training package achieved an efficiency criteria of 90.38/90.33, higher than defend criteria. (2) Participants showed significantly higher knowledge and understanding after the training compared to before (p < .01). (3) The overall evaluation of the package’s implementation in terms of input, process, and output was rated at the
highest level. The research results showed that the training package could promote knowledge and understanding of the administration on creating learning through research
and development of educational innovation effectively.

The Influence of School Management Factors on Work-Life Balance of Generation Y Teachers under The Secondary Education Service Area Office Singburi Angthong

2025-06-11T14:20:09+07:00

This research aimed to study the levels of school management factors, including organizational climate and culture, leadership of school administrators, personnel
development, and policy and administration, as well as to examine the level of work-life
balance and working on finance, family, work, inteligence, and time management among
Generation Y teachers under the Secondary Educational Service Area Office of Singburi
Angthong. The study also analyzed the influence of school administration factors on work-life balance. The population of this research consisted of 692 Generation Y teachers under the Secondary Educational Service Area Office of Singburi Angthong. Data were collected from a sample of 300 participants selected through stratified random sampling technique.
Questionnaires were used as research instruments. The questionnaires used in this study were validated for content validity by three experts, with the Item-Objective Congruence (IOC) values ranging from 0.67 to 1.00. The overall reliability of the questionnaire was 0.916, and data were analyzed using percentage, mean, standard deviation, Pearson's correlation coefficient, and multiple regression analysis.

The findings revealed that school administration factors and work-life balance were at
high levels, indicating that schools had implemented appropriate measures to promote teachers' work-life balance. School administration factors showed a positive correlation with work-life balance at a statistical significant level of .05 and could collectively predict 13.2 percent of the variance in work-life balance. Specifically, organizational climate and culture had a positive influence, while leadership of school administrators had a negative influence on work-life balance at a significant level of .05

The Relationship between Educational Supervision Skills of School Administrators in the Digital Era and Teaching Behaviors of Teacher under the Secondary Educational Service Area Office Ubon Ratchathani Amnat Charoen

2025-06-07T10:24:29+07:00

This research aimed to investigate 1) educational supervision skills of school
administrators in the digital era level, 2) teaching behaviors of teacherlevel, 3) the relationships between educational supervision skills of school administrators in the digital era and teaching behaviors of the teachers, and 4) guidelines for developing educational supervision skills of school administrators in the digital era under the Secondary Educational Service Area Office Ubon Ratchathani Amnat Charoen. A descriptive correlational research design was employed. The population consisted of school administrators and teachers under the Secondary
Educational Service Area Office Ubon Ratchathani Amnat Charoen. The sample consisted of 21 school administrators and 330 teachers, totally of 351 participants. The Krejcie and Morgan table was used to determine the sample size and stratified random sampling method was used, followed by simple random sampling technique. The assessment tools were
collected using a questionnaire with a reliability coefficient of .98 and an interview form. Data
analysis involved frequency, percentage, mean, standard deviation, Pearson’s correlation, and content analysis.

The findings revealed that: 1) The educational supervision skills of school administrators in the digital era in overall were at a high level. 2) The teaching behaviors of teachers in overall were at a high level. 3) The correlation between educational supervision skills of school administrators in the digital era and teaching
behaviors of teacher was a high level of positive correlation (rxy = .863) with a statistical significance at the .01 level and 4) The development guidelines suggested that school administrators should improve communication skill, master technology, assign personnel on the work appropriately, and could design assessment tools.

Developing a Guideline of Internal Supervision by Applying Professional Learning Community in Schools under the Roi Et Primary Educational Service Office 2

2025-07-08T08:56:14+07:00

The objectives of this research were to 1) study the current condition, the desirable
condition, and the priority needs for developing internal supervision by applying
a Professional Learning Community (PLC), and 2) develop a guideline for internal supervision.
The research employed a mixed methods design and was conducted in two phases. In Phase 1 investigating the current and desirable conditions and the priority needs for internal supervision development. The sample consisted of 350 school administrators and teachers, selected by stratified random sampling technique based on school size, with the sample size determined through to Krejcie and Morgan's table. In Phase 2 the guideline was developed using qualitative data from six school administrators and teachers with best practices, and five experts who evaluated the developed guideline. The instruments used for data
collection included a questionnaire, a structured interview form, and an evaluation form
assessing the appropriateness and feasibility of the internal supervision guideline. Data were analyzed using mean, standard deviation, and the Modified Priority Needs Index (PNImodified).

The research results were: 1) The current condition of internal supervision based on
the Professional Learning Community (PLC) was found to be at a high level overall, while the desirable condition was at the highest level. The priority needs, ranked from highest to
lowest, were: supervision monitoring and evaluation, supervision reflection, supervision implementation, and supervision planning, respectively. 2) The developed guideline for internal supervision consisted of four components including; 1) Supervision Planning –
administrators and teachers collaboratively held meetings to set goals for supervision.
2) Supervision Implementation – this involved pre-supervision meetings, the implementation
of supervision activities, and summarizing the outcomes. 3) Monitoring and Evaluation –
supervisors and teachers jointly analyzed and assessed the outcomes of supervision. and 4) Reflection – feedback from the supervisees was collected and the results of supervision were disseminated. The evaluation results of the guideline indicated that both its appropriateness and feasibility were rated at the highest level

Exploring EFL pre-service teachers’ experiences of doing collaborative action research

2025-07-03T21:00:46+07:00

Action research is an effective professional development tool that promotes inquiry, reflection, and problem-solving that foments action or change. This study explored EFL Pre-service teachers' experiences of doing collaborative action research during their practicum. Forty- nine EFL pre-service teachers enrolled in a practicum course answered two open-ended questions about the challenges and difficulties in doing collaborative action research and the benefits of collaborative action research in professional development. Findings revealed that action research improved the EFL pre-service teachers’ teaching practice, self-directed professional growth, and promoted collaboration and community building. Nevertheless, some EFL pre-service teachers indicated that they lacked action research knowledge. Suggestions are made for promoting action research engagement in language education contexts.