https://so02.tci-thaijo.org/index.php/SNGSJ/issue/feedJournal of Graduate School Sakon Nakhon Rajabhat University2023-12-27T00:00:00+07:00ผศ.ดร.สุรศักดิ์ แสนทวีสุข[email protected]Open Journal Systems<ul> <li><img src="https://so02.tci-thaijo.org/public/site/images/jgrad_snru/journal-of-graduate-school-sakon-nakhon-rajabhat-university-2-96197d84fe86256e66c741a997e059cc.jpg" alt="" width="681" height="384" /></li> </ul> <p><strong>วารสารบัณฑิตศึกษา มหาวิทยาลัยราชภัฏสกลนคร</strong> จัดทำและเผยแพร่โดยบัณฑิตวิทยาลัย มหาวิทยาลัยราชภัฏสกลนคร เพื่อเผยแพร่บทความวิชาการและบทความวิจัยในสาขามนุษยศาสตร์และสังคมศาสตร์ ของคณาจารย์และนักศึกษาระดับบัณฑิตศึกษา ทั้งภายในและภายนอกมหาวิทยาลัย ได้จัดทำเป็น 2 รูปแบบ คือ รูปแบบตีพิมพ์ (Print) โดยได้เริ่มจัดทำตั้งแต่ ปี พ.ศ. 2547 และรูปแบบอิเล็กทรอนิกส์ (Online) ได้เริ่มจัดทำตั้งแต่ปีที่ 9 ฉบับที่ 44 กันยายน - ตุลาคม 2555</p> <p class="card-text"><strong>หมายเลข ISSN วารสารบัณฑิตศึกษา มหาวิทยาลัยราชภัฏสกลนคร </strong></p> <p class="card-text"> - ISSN (Print) : 2774-0420 - ISSN (Online) : 2697-3855</p> <p><strong>ขอบข่ายวารสาร</strong></p> <div> <p> วารสารบัณฑิตศึกษา มหาวิทยาลัยราชภัฏสกลนคร ได้จัดทำวารสารฉบับภาษาไทยขึ้นเพื่อเผยแพร่บทความงานวิจัยและบทความวิชาการในด้านมนุษยศาสตร์และสังคมศาสตร์ กล่าวคือ ครุศาสตร์ ศึกษาศาสตร์ จิตวิทยาการศึกษา จิตวิทยาพัฒนาการและการศึกษา รัฐประศาสนศาสตร์ รัฐศาสตร์ ห้องสมุดและสารสนเทศศาสตร์ และพฤติกรรมองค์กรและการจัดการทรัพยากรมนุษย์ ของคณาจารย์และนักศึกษาระดับบัณฑิตศึกษา ทั้งภายในและภายนอกมหาวิทยาลัย โดยเริ่มเผยแพร่บทความในขอบข่ายข้างต้นตั้งแต่ฉบับปีที่ 19 เล่มที่ 84 มกราคม – มีนาคม 2565 เป็นต้นไป</p> </div> <div> <p><strong>ประเภทบทความที่รับตีพิมพ์</strong></p> <ul> <li class="show">บทความวิจัย และ บทความวิชาการ</li> </ul> <p><strong>กำหนดการเผยแพร่ </strong>เผยแพร่ปีละ 4 ฉบับ</p> <ul> <li class="show">- ฉบับที่ 1 มกราคม – มีนาคม เผยแพร่ 15 เมษายน</li> <li class="show">- ฉบับที่ 2 เมษายน – มิถุนายน เผยแพร่ 15 กรกฎาคม</li> <li class="show">- ฉบับที่ 3 กรกฎาคม – กันยายน เผยแพร่ 15 ตุลาคม</li> <li class="show">- ฉบับที่ 4 ตุลาคม – ธันวาคม เผยแพร่ 15 มกราคม</li> </ul> <p><strong>ประเภทของการ Peer Review</strong></p> <p> ผู้ประเมินไม่ทราบชื่อผู้แต่ง และ ผู้แต่งไม่ทราบชื่อผู้ประเมิน (Double-blind peer review)</p> <p><strong>ผู้ทรงคุณวุฒิประเมินบทความ</strong></p> <p> วารสารบัณฑิตศึกษา มหาวิทยาลัยราชภัฏสกลนคร มีผู้ทรงคุณวุฒิเพื่อประเมินบทความ (Peer Review) จำนวน 3 ท่านต่อบทความ โดยประเมินตามเกณฑ์และแบบฟอร์มที่กำหนด โดยเริ่มมีการประเมินบทความที่ส่งเข้าระบบ ThaiJo2 ตั้งแต่ มกราคม 2565 เป็นต้นไป</p> </div> <p><strong>ค่าธรรมเนียมการตีพิมพ์ </strong>บทความที่ส่งมาเพื่อขอตีพิมพ์ จะต้องชำระค่าธรรมเนียมการตีพิมพ์ หลังจากกำหนด Peer Review ประเมินบทความได้แล้ว และในกรณีที่บทความได้รับการประเมินผลไม่สามารถตีพิมพ์ได้ ท่านจะไม่ได้รับค่าตีพิมพ์คืนในทุกกรณี มีอัตราการเก็บค่าตีพิมพ์ ดังนี้</p> <ul> <li class="show">- นักศึกษาปริญญา ภายในและภายนอกสถาบัน ค่าธรรมเนียม 2,000 บาท</li> <li class="show">- นักศึกษาปริญญาโท-เอก ภายในและภายนอกสถาบัน ค่าธรรมเนียม 4,000 บาท </li> <li class="show">- นักวิชาการ ภายนอกสถาบัน ค่าธรรมเนียม 4,000 บาท</li> <li class="show">- คณาจารย์ประจำ และบุคลากร ภายในสถาบัน ค่าธรรมเนียม 2,000 บาท</li> </ul>https://so02.tci-thaijo.org/index.php/SNGSJ/article/view/256946ADMINISTRATIVE FACTORS AFFECTING THE QUALITY OF STUDENTS UNDER SAKON NAKHON PRIMARY EDUCATIONAL SERVICE AREA OFFICE 12022-12-19T09:25:19+07:00Anyarin Kaewinti[email protected]Suphirun Jantarak[email protected]Wanphen Nanthasri[email protected]<p>The purposes of this research were to 1) examine the level of administrative factors, 2) examine the level of student quality, 3) investigate the relationship between administrative factors and student quality, and 4) identify the predictive power of administrative factors affecting student quality. The samples, obtained through a multi-stage sampling, consisted of 360 participants comprising 88 school administrators and 272 teachers under Sakon Nakhon Primary Educational Service Area Office 1 in the 2021 academic year. The sample size was determined according to the table of Krejcie and Morgan formula. The research instruments for data collection included 1) a set of questionnaires on administrative factors, with item-objectives congruence index (IOC) ranging from 0.80 to 1.00, the discriminative power index ranging from 0.22 to 0.84, and a reliability of 0.95, and 2) a set of questionnaires on student quality, with an IOC ranging from 0.80 to 1.00, the discriminative power index from 0.20 to 0.85, and a reliability of 0.96. Statistics for data analysis were frequency, percentage, mean, standard deviation, Pearson’s product-moment correlation coefficient, and Multiple regression analysis.</p> <p>The results were as follows:</p> <p><span style="font-size: 0.875rem;">1. The administrative factors of primary schools were at the highest level.</span></p> <p><span style="font-size: 0.875rem;">2. The quality of students in primary schools was at the highest level.</span></p> <p><span style="font-size: 0.875rem;">3. The administrative factors were correlated with the student quality at the .01 level of significance.</span></p> <p><span style="font-size: 0.875rem;">4. The administrative factors in terms of Vision and Goals (X</span><sub>3</sub><span style="font-size: 0.875rem;">), Participative Management (X</span><sub>5</sub><span style="font-size: 0.875rem;">), Leadership (X</span><sub>1</sub><span style="font-size: 0.875rem;">), Motivation (X</span><sub>4</sub><span style="font-size: 0.875rem;">), and Personnel Development (X</span><sub>2</sub><span style="font-size: 0.875rem;">) could predict the student quality at the .01 level of significance, with the predictive power of 99.70 percent. The regression equation of raw scores and standardized scores could be summarized as follows.</span></p> <p> Y’ = .031+.224X<sub>3</sub>+.214X<sub>4</sub>+.194X<sub>2</sub>+.188X<sub>5</sub>+.187X<sub>1</sub></p> <p>Z’y = .267X<sub>4</sub>+.258X<sub>5</sub>+.248X<sub>1</sub>+.231X<sub>3</sub>+.202X<sub>2</sub></p> <p><span style="font-size: 0.875rem;">5. The administrative factors affecting student quality involved five aspects, namely Leadership, Personnel Development, Vision and Goals, Motivation, and Participative Management.</span></p>2023-12-27T00:00:00+07:00Copyright (c) 2023 Journal of Graduate School Sakon Nakhon Rajabhat Universityhttps://so02.tci-thaijo.org/index.php/SNGSJ/article/view/258823THE DEVELOPMENT OF AN ADMINISTRATION MODEL FOR PROMOTING CREATIVITY AND INNOVATION SKILLS OF TEACHERS IN SCHOOLS UNDER SAKON NAKHON PRIMARY EDUCATIONAL SERVICE AREA OFFICE 12022-11-14T10:53:05+07:00Weeraphattha Phosri[email protected]Wannika Chalakbang[email protected]Apisit Somsrisuk[email protected]<p>The objectives of this research were to develop and examine the suitability of an administration model for promoting creativity and innovation skills of teachers in schools under Sakon Nakhon Primary Educational Service Area Office 1. This mixed-method research was divided into two phases. The first phase comprised document inquiries of pertinent concepts, theories, scholarly articles, and research. The opinions of seven experts selected through purposive sampling were also reviewed. The second phase aimed to investigate the appropriateness of the administration model for enhancing the creativity and innovation of teachers through the opinions of school directors and teachers in schools under Sakon Nakhon Primary Educational Service Area Office 1 in the 2021 academic year, a total of 384 participants, selected through multi-stage random sampling. The tool for data collection was a 5-level rating scale questionnaire with an IOC of all items of 1.00, a discrimination value ranging between 0.50 and 0.89, and a reliability of 0.99. Statistics for data analysis were frequency, percentage, mean, and standard deviation</p> <p>The research results were as follows: </p> <p><span style="font-size: 0.875rem;">1. The model for promoting creativity and innovation skills of teachers in schools under Sakon Nakhon Primary Educational Service Area Office 1 comprised of four elements, namely 1) factors influencing the success of administration for promoting creativity and innovation skills of teachers; 2) scopes of creativity and innovation skills; 3) strategic management process; and 4) effects of possessing creativity and innovation skills of teachers in teaching and learning practices.</span></p> <p>2. The suitability of the developed model, as perceived by participants was overall at a high level. Each element could be ranked from the highest to the lowest according to mean value as follows: scopes of creativity and innovation skills, factors influencing the success of the administration in enhancing creativity and innovation skills of teachers, strategic management process, and effects of possessing creativity and innovation skills of teachers in teaching and learning practices.</p>2023-12-27T00:00:00+07:00Copyright (c) 2023 Journal of Graduate School Sakon Nakhon Rajabhat Universityhttps://so02.tci-thaijo.org/index.php/SNGSJ/article/view/257824TEACHER DEVELOPMENT IN CREATING LEARNING INNOVATION FOR PROMOTING EXECUTIVE THINKING FOR IN CHUMCHONYODKAENG SONGKHOR SCHOOL UNDER THE KALASIN PRIMARY EDUCATIONAL SERVICE AREA OFFICE 32022-12-09T15:24:17+07:00Amonrat Nonkasem[email protected]Theera Phudee[email protected]Rutchadaporn Ngoiphutorn[email protected]<p>This action research was conducted with the objectives 1) to examine the problems of teacher development in creating learning innovation to promote Executive Functions (EF) for early childhood, 2) to study guidelines for developing teachers in creating learning innovation to promote EF for early childhood, 3) to examine the effects after teacher development. The target group in the research consisted of five participants, comprising four teachers, a head of the academic affairs division, and two key informants, namely a school director and a guest speaker. The tools included a structured interview form, a pre-post self-assessment form, with a reliability of 0.94, a meeting recording form, a professional learning community form (PLC), and an after-action review form (AAR). The refined research instruments were validated for content appropriateness by the thesis advisors and experts. The statistics for data analysis were percentage, mean (<img title="\upsilon" src="https://latex.codecogs.com/gif.latex?\upsilon" />), standard deviation (<span style="font-size: 0.875rem;"><img title="\sigma" src="https://latex.codecogs.com/gif.latex?\sigma" /></span>), and a summary analysis of statistical and descriptive data.</p> <p>The results showed that:</p> <p><span style="font-size: 0.875rem;">1. The problems of teacher development in learning innovation to promote EF for early childhood at Chumchonyodkaengsongkhor School included teachers’ lack of practical skills, and application skills in preparing EF lesson plans for early childhood. The results after the workshop revealed that teachers obtained abilities to create learning innovation to promote EF for early childhood, accounting for 57.50 percent at a moderate level (</span><img style="font-size: 0.875rem;" title="\upsilon" src="https://latex.codecogs.com/gif.latex?\upsilon" /><span style="font-size: 0.875rem;">=3.20, </span><span style="font-size: 0.875rem;"><img title="\sigma" src="https://latex.codecogs.com/gif.latex?\sigma" /></span><span style="font-size: 0.875rem;">=0.40). When examining each aspect, the level of cognition was moderate (</span><img style="font-size: 0.875rem;" title="\upsilon" src="https://latex.codecogs.com/gif.latex?\upsilon" /><span style="font-size: 0.875rem;">=2.59, </span><span style="font-size: 0.875rem;"><img title="\sigma" src="https://latex.codecogs.com/gif.latex?\sigma" /></span><span style="font-size: 0.875rem;">=0.28). Teacher attitudes reached a high level (</span><img style="font-size: 0.875rem;" title="\upsilon" src="https://latex.codecogs.com/gif.latex?\upsilon" /><span style="font-size: 0.875rem;">=4.30, </span><span style="font-size: 0.875rem;"><img title="\sigma" src="https://latex.codecogs.com/gif.latex?\sigma" /></span><span style="font-size: 0.875rem;">=0.61), while teacher skills were at a low level (</span><img style="font-size: 0.875rem;" title="\upsilon" src="https://latex.codecogs.com/gif.latex?\upsilon" /><span style="font-size: 0.875rem;">=1.51, </span><span style="font-size: 0.875rem;"><img title="\sigma" src="https://latex.codecogs.com/gif.latex?\sigma" /></span><span style="font-size: 0.875rem;">=0.15), respectively.</span></p> <p><span style="font-size: 0.875rem;">2. The guidelines for developing teachers in creating learning innovation to promote EF for early childhood at Chumchonyodkaengsongkhor School consisted of 1) A Day-Workshop on the creation of learning innovation to enhance EF for early childhood, amounted to six hours in total, covered four activities: (1) EF media sculpture knowledge, (2) EF self-creation experience media, (3) teachers creating EF experiences, and (4) teachers creating EF media, and 2) PLC recording activities for two days, totaling six hours, and 3) Performance Reflection (After Action Review: AAR), for a day with six hours.</span></p> <p><span style="font-size: 0.875rem;">3. The effects after the teacher development in creating learning innovation to promote EF for early childhood at Chumchonyodkaengsongkhor School revealed that:</span></p> <p>3.1 From the workshop, teachers demonstrated improvement in their performance skills in promoting EF for early childhood and were skilled in designing lesson plans and implementing these plans in practice, indicating that after the workshop, teachers were able to create learning innovation for promoting EF for early childhood, accounting for 87.50 percent, at a high level overall (<img title="\upsilon" src="https://latex.codecogs.com/gif.latex?\upsilon" />=4.06, <span style="font-size: 0.875rem;"><img title="\sigma" src="https://latex.codecogs.com/gif.latex?\sigma" /></span>=0.27). When considering each aspect, teachers displayed a high level of cognition (<img title="\upsilon" src="https://latex.codecogs.com/gif.latex?\upsilon" />=3.83, <span style="font-size: 0.875rem;"><img title="\sigma" src="https://latex.codecogs.com/gif.latex?\sigma" /></span>=0.35). Their attitudes were positive, reaching a high level (<img title="\upsilon" src="https://latex.codecogs.com/gif.latex?\upsilon" />=4.37, <span style="font-size: 0.875rem;"><img title="\sigma" src="https://latex.codecogs.com/gif.latex?\sigma" /></span>=0.25). Their skills demonstrated an improvement, reaching a high level (<img title="\upsilon" src="https://latex.codecogs.com/gif.latex?\upsilon" />=3.97, <span style="font-size: 0.875rem;"><img title="\sigma" src="https://latex.codecogs.com/gif.latex?\sigma" /></span>=0.32), which was higher than those before the workshop.</p> <p>3.2 Based on the PLC recording, teachers acquired knowledge and understanding in managing EF teaching and learning experiences. Teachers also learned necessary skills concerning utilizing various EF innovations for early childhood and implemented the knowledge gained from the training by using media to enhance EF in early childhood and integrated it into teaching and learning effectively.</p> <p>3.3 From the performance reflection (After Action Review: AAR), after the workshop, teachers acquired knowledge and understanding in managing EF teaching and learning experiences to enhance the quality of early childhood, foster learners’ interest in learning, and develop a diverse range of new knowledge. Teachers also learned practical skills in using EF innovation for early childhood and implemented the knowledge gained from the training and PLC activities to improve teaching and learning experiences to promote early childhood cognition and positive attitudes and EF learning skills.</p>2023-12-27T00:00:00+07:00Copyright (c) 2023 Journal of Graduate School Sakon Nakhon Rajabhat Universityhttps://so02.tci-thaijo.org/index.php/SNGSJ/article/view/258839GUIDELINES FOR DEVELOPING PERSONNEL COMPETENCY IN THE PROVINCIAL ELECTRICITY ELECTRICITY AUTHORITY OF PRACHUAP KHIRI KHAN PROVINCE2023-01-04T15:00:58+07:00Kanyavee Feldman[email protected]Bampen Maitreesophon [email protected]<p>This mixed methods research aimed to examine 1) the competency level of personnel in the Provincial Electricity Authority (PEA) of Prachuap Khiri Khan Province, 2) factors for personnel development affecting the PEA personnel competency, and 3) guidelines for developing the PEA personnel competency. The sample consisted of 117 personnel, permanent employees, working in the Construction and Operations Department of the PEA in Prachuap Khiri Khan Province, and eight key informants. Data were analyzed by using descriptive and Inferential statistics methods, including frequency, percentage, mean, standard deviation, and Multiple regression analysis. The overall alpha reliability coefficient of the questionnaire was overall at 0.953.</p> <p>Research results revealed that: 1) the PEA personnel competency was at the highest level, 2) the factors for developing personnel in terms of technology and innovation, and training and seminars affecting the PEA personnel competency at the statistical significance level of .001 and .01, respectively, and 3) the guidelines for the development of the PEA personnel competency needing improvement covered the importance of transferring knowledge from practical work experiences, along with conducting continuous training on knowledge and performance skills to perform tasks in various fields both in traditional and online formats. It was also essential to establish clear operational rules, cultivate organizational values, offer comprehensive welfare benefits, and recognize and support personnel who demonstrate excellence, abilities, and diligence.</p>2023-12-27T00:00:00+07:00Copyright (c) 2023 Journal of Graduate School Sakon Nakhon Rajabhat Universityhttps://so02.tci-thaijo.org/index.php/SNGSJ/article/view/259186DEVELOPMENT OF AN EXTERNAL TRAINING REGISTRATION SYSTEM OF EMPLOYEES AT A HOSPITAL IN CHONBURI PROVINCE2022-12-09T16:12:37+07:00Netsuwan Pramousup[email protected]Rapin Chuchuen[email protected]Paratchanun Charoenarpornwattana [email protected]Watunyoo Suwannaset[email protected]<p>The objectives of this research were to 1) develop the external training registration system for personnel within the academic services unit in a hospital in Chonburi province, 2) evaluate the effectiveness of the developed system, and 3) examine the satisfaction of personnel toward the developed system. The five-stage ADDIE Model was implemented, covering: analysis, design, development, implementation, and evaluation. The development tools included the PHP program and Notepad++.</p> <p>The sample in this research was divided into three groups: Group 1 comprised medical doctors, nurses, and staff members from the academic committee of a hospital in Chonburi province. The focus group discussion was carried out with ten participants. Group 2 involved 18 stakeholders in designing and developing the developed system, and Group 3 consisted of 82 users, obtained through purposive sampling, including medical doctors, nurses, and staff members who utilized the developed system. Statistics for data analysis were percentage, mean, and standard deviation.</p> <p>The results showed that: 1) The model development of the external training registration system for personnel consisted of seven components: Part 1, Homepage System; Part 2, Training Request Submission; Part 3, Approval Review; Part 4, Information Search System; Part 5, Database and Reporting System; Part 6, Guidelines, Regulations, and External Training Expense Reimbursement and Manual; and Part 7, Service Satisfaction Survey System; 2) The effectiveness evaluation of the developed system was conducted by experts, revealing its high level of appropriateness; and 3) The overall user satisfaction with the developed system reached the highest level (mean = 4.87, S.D = 0.34), followed by the approval review (mean = 4.79, S.D = 0.41) and the database and reporting system (mean = 4.79, S.D = 0.41), respectively. Based on the assessment, the developed system significantly improved the efficiency of the academic services unit in a hospital in Chonburi province.</p>2023-12-27T00:00:00+07:00Copyright (c) 2023 Journal of Graduate School Sakon Nakhon Rajabhat Universityhttps://so02.tci-thaijo.org/index.php/SNGSJ/article/view/258656CREATIVE LEADERSHIP OF SCHOOL ADMINISTRATORS AFFECTING LEARNING ORGANIZATION OF SCHOOLS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE MUKDAHAN2022-11-14T10:44:21+07:00Jintana Diduangphan[email protected]Wannika Chalakbang[email protected]Suphirun Jantarak[email protected]<p>The purposes of this research were to 1) examine the level of creative leadership demonstrated by school administrators; 2) explore the level of learning organization within schools; 3) identify the relationship between the creative leadership of school administrators and the learning organization within schools; 4) determine the predictive power of creative leadership among school administrators affecting the learning organization within schools; and 5)establish guidelines for developing creative leadership of school administrators that affected the learning organization within schools. The sample consisted of 318 school administrators and teachers in schools under the Secondary Education a Service Area Office Mukdahan in the academic year 2021. The research instruments comprised sets of 5-level rating scale questionnaires. The first set focused on school administrators’ creative leadership, with an IOC value ranging from .60 to 1.00, a discriminative power ranging between 0.37 and 0.98, and a reliability of 0.98. The second questionnaire was on the learning organization of schools, with a discrimination power ranging between 0.35 and 0.93, a reliability of 0.96, and an IOC value ranging between .80 and 1.00. The statistics for data analysis were frequency, percentage, mean, standard deviation, Pearson’s product-moment correlation coefficient, and Stepwise multiple regression analysis. The development guideline was also analyzed using frequency, percentage, and content analysis.</p> <p>The findings were as follows:</p> <p><span style="font-size: 0.875rem;">1. The creative leadership of school administrators was at a high level.</span></p> <p><span style="font-size: 0.875rem;">2. The learning organization of schools was at a high level.</span></p> <p><span style="font-size: 0.875rem;">3. The creative leadership of school administrators had a positive correlation with the learning organization of schools at a high level with a .01 level of significance and a correlation coefficient of 76.</span></p> <p><span style="font-size: 0.875rem;">4. The creative leadership of school administrators could predict the learning organization of schools at 70.10 percent. The prediction equations could be summarized in the form of raw and standardized scores as follows:</span></p> <p>Y<sup> / </sup>= .957+.149X<sub>1</sub> -.216X<sub>2</sub> -.456X<sub>3</sub> +.780X<sub>4</sub> +.500X<sub>5</sub></p> <p>Z<sup>/</sup><sub>y</sub> =.807Z<sub>x4</sub> +.538Z<sub>x5</sub> -.474Z<sub>x3</sub> -.191Z<sub>x2</sub> +.148Z<sub>x1</sub></p> <p><span style="font-size: 0.875rem;">5. The guidelines for developing creative leadership of school administrators that affected the learning organization of schools covered five components with 35 development guidelines as follows: vision, flexibility and adaptability, creativity, individualized consideration, and teamwork.</span></p>2023-12-27T00:00:00+07:00Copyright (c) 2023 Journal of Graduate School Sakon Nakhon Rajabhat Universityhttps://so02.tci-thaijo.org/index.php/SNGSJ/article/view/259194DEVELOPMENT OF INTENSIVE TUTORING SUPPLEMENTARY MEDIA FOR EXAM PREPARATION IN THE INT1004 COURSE: INTRODUCTION TO COMPUTER FOR BUSINESS2022-11-14T10:49:49+07:00Urai Thonghuapai[email protected]<p>The objectives of this research were 1) to develop intensive tutoring supplementary media for exam preparation in the INT1004 Course: Introduction to Computer for Business, 2) to investigate the learning achievement of learners after the intervention, and 3) to examine the opinions toward the system quality and benefits that learners received after the intervention. The sample, obtained through simple random sampling, consisted of 100 students selected from a population of 450 students enrolled in the INT1004 course entitled Introduction to Computer for Business in the second semester and the summer semester of the academic year 2020. The research tools included 1) an intensive tutoring supplementary media for the INT1004 course entitled Introduction to Computer for Business, 2) a knowledge assessment form for pre-and post-tests, and 3) a set of questionnaires. The data were analyzed by calculating statistical values such as frequency, percentage, mean, standard deviation, and t-test Dependent Samples.</p> <p>The research results revealed that 1) The developed media consisted of four key components: content, learning management, communication, and evaluation, 2) The post-learning achievement was higher than that before the intervention at the .01 level of significance, and 3) The learners’ opinions toward a system quality and benefits of the developed media were overall at a high level.</p>2023-12-27T00:00:00+07:00Copyright (c) 2023 Journal of Graduate School Sakon Nakhon Rajabhat Universityhttps://so02.tci-thaijo.org/index.php/SNGSJ/article/view/259179DEVELOPMENT OF PERFORMANCE COMPETENCY IN DIGITAL COURT FOR CIVIL SERVANTS OF THE COURT OF JUSTICE, ADMINISTRATIVE OFFICE OF THE PROVINCIAL COURT UNDER THE ADMINISTRATIVE OFFICE OF THE COURT OF JUSTICE REGION VII2023-01-04T14:59:40+07:00Mariem Wandewa[email protected]Nittaya Sintao[email protected]<p>This mixed methods research aimed to 1) examine the level of performance competency in a digital court of civil servants of the Court of Justice under the Administrative Office of the Court of Justice Region VII, <br />2) investigate human resource management that affected the performance competency in a digital court of civil servants of the Court of Justice, and 3) establish guidelines for developing performance competency in a digital court of civil servants of the Court of Justice. The sample group consisted of 138 civil servants who worked at the Administrative Office of the Provincial Court under the Administrative Office of the Court of Justice Region VII and eight key informants. The data were analyzed utilizing descriptive statistics, including frequency distribution, percentage, mean, and standard deviation. In addition, inferential statistics were employed, involving the chi-square statistic and multiple linear regression analysis.</p> <p>The research results revealed that: 1) The performance competency in a digital court of justice was overall at a high level, 2) The overall human resource management in terms of further education and personnel development had a cause-effect relationship with performance competency in a digital court of justice at the .001 level of significance; 3) The guidelines for developing performance competency in the digital court of justice covered training and practice, or education, self-learning within and across organizations, supporting the integration of technology on work practices, assigning tasks aligning with individual potential and responsibilities, promoting teamwork, creativity, and creating innovations. Furthermore, recognizing high-performing personnel and ensuring an appropriate working environment were also needed; and 4) Suggestions: Organizations should encourage further digital education and scholarships allocated for developing digital skills and encouraging personnel to apply knowledge from training to improve their performance.</p>2023-12-27T00:00:00+07:00Copyright (c) 2023 Journal of Graduate School Sakon Nakhon Rajabhat Universityhttps://so02.tci-thaijo.org/index.php/SNGSJ/article/view/259122EXPLORING THE LEADERSHIP IN HUMAN RESOURCE MANAGEMENT AND THE PUBLIC POLICY STRATEGIES FOR THE ELDERLY IN THAI PUBLIC SECTORS 2022-12-09T16:13:34+07:00Chukiat Muttakan[email protected]<p>The research aimed 1) to investigate leadership in human resource management in the case of the elderly in Thailand, 2) to examine public policy strategies for the elderly in public sectors in Thailand (the Ministry of Health and Ministry of Social Development and Human Security), and 3) to present a model of leadership in human resource management in utilizing the public policy strategies for the elderly in public sectors in Thailand. The mixed methods research was employed comprising document inquiries. The qualitative data was collected through in-depth interviews with 39 specialists, whose expertise was in the field of the elderly, comprising government leaders, politicians, academia, and social workers. The quantitative data was collected from a set of questionnaires with 394 respondents, selected through Taro Yamane’s method at a confidence level of 95%.</p> <p> Results showed that the leadership in human resource management and the public policy strategies for the elderly in Thai public sectors was at the highest level with an average of 4.66. The research also revealed that 1) leadership in human resource management of elderly care in the Thai public sector involved prioritizing the provision of appropriate healthcare and ensuring the elderly’s physical and mental well-being, with generosity, and good moral conscience; 2) the public sector must implement the public policy strategies for the elderly focusing on health services and elderly cares. The imperative for health system reform demands earnest consideration. Shifting strategies from "prescription" medical care to promoting "proactive" healthcare is crucial. This transition can significantly enhance the effectiveness of the healthcare service system for families and holistic communities, and 3) The leadership model in human resource management for implementing the public policy strategies within the Thai public sector consisted of five types: 1) Leadership as Ambassador: This type emphasizes representation of public sectors and acts as ambassadors for elderly care, characterized by kindness and a good moral conscience, 2) Leadership in Strategy Management Execution: This leadership type focuses on efficient administrative management within the framework of public policy strategies, demonstrating a wholesome consciousness for elderly care, 3) Leadership in Strengthening Healthy Elderly: This leadership type prioritizes enhancing the health and well-being of the elderly population, 4) Leadership as Multi-Culturalist: This leadership approach emphrsizes on the ethical principles of administrative management within public policies of the elderly, emphasizing the ethics of care inr performing practices, and 5) Sacrificing and Compassionate Leadership: This type of leadership encompasses qualities of sacrifice and genuine concern for the well-being of the elderly.</p>2023-12-27T00:00:00+07:00Copyright (c) 2023 Journal of Graduate School Sakon Nakhon Rajabhat Universityhttps://so02.tci-thaijo.org/index.php/SNGSJ/article/view/258284THE STUDY OF EDUCATIONAL ADMINISTRATION OF A SMALL-SIZED SCHOOL: A CASE STUDY OF THE INCLUSIVE SCHOOL MUEN CHANG MODEL, MUEANG KALASIN DISTRICT, KALASIN PROVINCE UNDER KALASIN PRIMARY EDUCATIONAL SERVICE AREA OFFICE 12023-01-18T09:54:27+07:00Thamonwan Thaneewan[email protected]Theera Phudee[email protected]Parisha Marie Cain[email protected]<p>The participatory action research (PAR) was conducted with the objectives of 1) examining the problems related to educational administration and management in small-sized schools through a case study of the inclusive school Muen Chang model; 2) establishing guidelines for developing the small-sized schools based on insights gained from the case study of the inclusive school Muen Chang model; and 3) examining the effects after implementing the educational administration and management in small-sized schools, focusing on the inclusive school Muen Chang model as a case study. The target group, obtained through purposive sampling, was a total of 16 participants, comprising the researcher and 15 informants, comprising two school administrators, five teachers, two basic school board chairpersons, four parents, and two students. The research tools were validated for content accuracy and suitability by thesis advisors and experts. Those tools included a document study summary form, an interview form, a meeting report form, a summary outlining problems in educational administration and management within the Muen Chang model inclusive school, an informant opinion record form, a performance record form, and an After Action Review form (AAR). The research period was conducted throughout the academic year 2020. Data were analyzed and presented using descriptive analysis and content classification.</p> <p>The results showed that:</p> <p><span style="font-size: 0.875rem;">1. The small-sized school regarding educational administration and management within the inclusive school Muen Chang model highlighted several challenges. Regarding teachers and learning management, challenges included a shortage of teachers, a lack of specialized teachers, and inappropriate teaching materials. In terms of students, the problems concerned diverse student backgrounds, school-provided transportation, and limited internet access. In terms of administrative management issues, these included infrequent meetings, ineffective coordination, a low-income community, budget constraints, and insufficient personnel. In terms of buildings and environment, the physical environment presented challenges such as inadequate building cleanliness, neglected facilities, lack of proper maintenance and aesthetic attention, creating an unpleasant atmosphere for studying and working, and insufficient lighting in classrooms. The problems concerning the community included community involvement with minimal financial support, students residing with elderly family members, delayed public communication, and a lack of support for children’s learning needs.</span></p> <p><span style="font-size: 0.875rem;">2. The guidelines for developing small-sized schools in educational administration and management, as identified from the brainstorming session within the inclusive school Muen Chang model revealed that regarding teachers and learning management, schools should ensure adequate teacher presence in all classes, employ teachers with subject-related majors, facilitate teachers for training in subjects they are not proficient in, and promote the use of diverse and effective teaching materials. In terms of students, schools should encourage regular attendance and active participation in school activities, foster digital literacy, encourage the appropriate use of internet and device media for educational purposes, provide remedial classes for students falling behind in specific subjects, and emphasize parents’ support and attention for student learning success. Regarding educational administration and management, schools should ensure regular monthly meetings, seek funding from various sources, employ analyzed data for educational administration and management planning, implement systematic monitoring, follow-up, and evaluation processes, and ensure acceptance and support from the community. In terms of building, schools should renovate damaged buildings, and install adequate electricity supply in the classrooms. In terms of community engagement, schools should encourage participation and financial support from the community, organize educational funding programs, maintain regular communication through updates on school events and news, and encourage parents to actively engage in their children’s learning process, enhancing overall educational outcomes.</span></p> <p><span style="font-size: 0.875rem;">3. The effects after the development of small-sized schools in educational administration and management in a case study of the inclusive school Muen Chang model revealed that: Regarding teachers and learning management, schools provided a sufficient number of qualified teachers for all classes, including teachers with subject-related majors. After attending academic training sessions, teachers who were not proficient in specific subjects were able to utilize a variety of teaching materials, thereby effectively fostering teaching development. In terms of students, students demonstrated their enthusiasm for learning and strengthening their foundational knowledge through remedial sessions. Furthermore, parents exhibited enhanced involvement and support in their children’s learning process. Regarding educational administration and management, the fundraising efforts encompassing budget administration, personnel, academics, and general administration were actively The implementation of systematic and unified supervision, monitoring, and evaluation gained acceptance from the community. In terms of building, the indoor lighting quality within the classrooms has been elevated, and designated individuals were responsible for maintaining a conducive and pleasant learning environment. In terms of community engagement, the community actively participated in providing financial support. Parents and students received timely updates on school activities and developments. Furthermore, the school board played a significant role in continuous school development and improvement. Parents also expressed their awareness of the importance of teaching and learning, resulting in increased satisfaction with the school's overall education administration and management.</span></p>2023-12-27T00:00:00+07:00Copyright (c) 2023 Journal of Graduate School Sakon Nakhon Rajabhat Universityhttps://so02.tci-thaijo.org/index.php/SNGSJ/article/view/255939WORK HAPPINESS OF POLICE OFFICERS2022-06-02T10:50:20+07:00Phitsanu Boonniyom[email protected]Takaporn Sukkasem[email protected]Phisan Nasuriwong [email protected]<p>The objectives of this research were to examine 1) the level of workplace happiness of police officers, and 2) the factors affecting the level of workplace happiness of police officers. The research employed mixed methods comprising the quantitative data collected from 222 respondents drawn from the target population of 497 police officers. The research instrument was a set of questionnaires, which was analyzed by using statistics of frequency, percentage, mean, standard deviation, and Multiple regression coefficient analysis. The qualitative data was based on interviews conducted with 15 key informants. The research tool was a structured interview form. The data were validated using a triangular method and concluded by using content analysis. </p> <p>The results indicated that the workplace happiness of police officers was overall at the highest level (<img title="\bar{x}" src="https://latex.codecogs.com/gif.latex?\bar{x}" />= 4.39, S.D.= .52). When considering each aspect, kindness ranked the highest level (<img title="\bar{x}" src="https://latex.codecogs.com/gif.latex?\bar{x}" />= 4.65, S.D. = .48), followed by having a strong family bond (<img title="\bar{x}" src="https://latex.codecogs.com/gif.latex?\bar{x}" />= 4.60, S.D. = 64), and demonstrating moral values (<img title="\bar{x}" src="https://latex.codecogs.com/gif.latex?\bar{x}" />= 4.49, S.D.=.54). The factors in terms of weight and monthly income affecting the workplace happiness of police officers were at the .05 level of significance. The factors concerning workplace environment, wage and remuneration, job stability, job positions, and self-esteem significantly influenced the workplace happiness of police officers, with a correlation value of .850 (Multiple R=.850), and could explain an increased degree of influence on the workplace happiness of police officers, accounting for 72 percent (R Square = .722).</p>2023-12-27T00:00:00+07:00Copyright (c) 2023 Journal of Graduate School Sakon Nakhon Rajabhat Universityhttps://so02.tci-thaijo.org/index.php/SNGSJ/article/view/258419PROFESSIONAL COMPETENCY DEVELOPMENT OF STUDENTS IN EARLY CHILDHOOD EDUCATION PROGRAMS IN THE 21st CENTURY2023-09-15T08:58:05+07:00Supimol Bunphok[email protected]<p>The objectives of this research were 1) to develop a manual for developing the competency of early childhood education students in organizing early childhood education teaching activities in the 21<sup>st</sup> century to achieve the efficiency criterion of 80/80; 2) to compare the competency of early childhood education students before and after the intervention. The sample group, obtained through purposive sampling, consisted of 100 early childhood education students. The research tools were the learning management manual based on the 21<sup>st</sup> century and the pre-and post-tests. Statistics for data analysis were mean, standard deviation, percentage, and t-test using a statistical software package.</p> <p>The research results could be summarized as follows:</p> <p><span style="font-size: 0.875rem;">1. The manual for developing competency of early childhood education students in organizing early childhood teaching activities for early childhood aligned with 21</span><sup>st</sup><span style="font-size: 0.875rem;"> century standards consisted of six main activities. The manual achieved an efficiency of 93.20/91.60, which was higher than the defined criteria of 80/80.</span></p> <p>2. The competency of early childhood education students in organizing teaching activities for early childhood in the 21st century showed differences before and after the intervention at the 0.05 level of significance. Their post-intervention average scores were higher than those before the intervention.</p>2023-12-27T00:00:00+07:00Copyright (c) 2023 Journal of Graduate School Sakon Nakhon Rajabhat Universityhttps://so02.tci-thaijo.org/index.php/SNGSJ/article/view/257761DESIRABLE CHARACTERISTICS OF SCHOOL ADMINISTRATORS AFFECTING THE MORALE OF TEACHERS WORKING UNDER SAKON NAKHON PRIMARY EDUCATIONAL SERVICE AREA OFFICE 32022-09-13T11:13:57+07:00Phatcharaphon Wongtakee[email protected]Suphirun Jantarak [email protected]Wanphen Nanthasri[email protected]<p>The purposes of this research were to examine 1) the components of desirable characteristics of school administrators, 2) the level of desirable characteristics of school administrators, 3) the level of work morale of teachers in schools, 4) the relationship between desirable characteristics of school administrators and work morale of teachers in schools under Sakon Nakhon Primary Educational Service Area Office 3, and 5) the predictive power of the desirable characteristics of school administrators affecting work morale of teachers in schools under Sakon Nakhon Primary Educational Service Area Office 3, and 6) the guidelines for developing desirable characteristics of school administrators that affected work morale of teachers in schools under Sakon Nakhon Primary Educational Service Area Office 3. The sample, obtained through cluster random sampling, consisted of 325 participants, including 109 school administrators, and 216 teachers. The research tools comprised a set of 5-rating scale questionnaires, with content validity ranging from 0.60-1.00 and a reliability of 0.95. Statistics for data collection included frequency, mean, and standard deviation, Pearson’s product-moment correlation coefficient, and Multiple regression analysis.</p> <p>The findings were as follows:</p> <p><span style="font-size: 0.875rem;">1. The desirable characteristics of school administrators covered five components: 1) Personality, 2) Knowledge and Ability, 3) Leadership, 4) Morality and Ethics, and 5) Human Relations.</span></p> <p><span style="font-size: 0.875rem;">2. The desirable characteristics of school administrators were overall at the highest level.</span></p> <p><span style="font-size: 0.875rem;">3. The work morale of teachers in schools was overall at a high level.</span></p> <p><span style="font-size: 0.875rem;">4. The desirable characteristics of school administrators and the work morale of teachers in schools had a high level of positive correlation at the .01 level of significance.</span></p> <p><span style="font-size: 0.875rem;">5. The desirable characteristics of school administrators in terms of Leadership (X</span><sub>3</sub><span style="font-size: 0.875rem;">), and Human Relations (X</span><sub>5</sub><span style="font-size: 0.875rem;">) were able to predict the teachers’ work morale at the .01 level of significance with 76.70 percent. The equation regression could be written in the raw score and standardized score forms, respectively as follows: </span></p> <p>Y’ = .613 + .310X<sub>3</sub> + .333X<sub>5</sub></p> <p>Zy = .360Z<sub>3</sub>+ .377Z<sub>5 </sub></p> <p>6. The guidelines for developing desirable characteristics of school administrators affecting the work morale of teachers in schools comprised two aspects: Leadership and Human Relations.</p>2023-12-27T00:00:00+07:00Copyright (c) 2023 Journal of Graduate School Sakon Nakhon Rajabhat Universityhttps://so02.tci-thaijo.org/index.php/SNGSJ/article/view/254571SYNTHESIS OF THE FOURTH ROUND EXTERNAL QUALITY ASSESSMENT RESULTS DURING THE COVID-19 PANDEMIC: A CASE STUDY OF WELFARE EDUCATION SCHOOLS2022-04-24T10:22:20+07:00Nithis Thongpak[email protected]Manassawee Kaewpluk[email protected]Warittha Tiamtiporn[email protected]Watthana Sroysangwan[email protected]Wasinee Suwanrawee[email protected]Khunita Tancharoensuk[email protected]<p>This research aimed to 1) synthesize the results of the fourth round of external quality assessment conducted in the basic education institutions with special education purposes (Welfare Education Schools) during the COVID-19 pandemic, and 2) synthesize a summary of recommendations from the fourth round of external quality assessment in the basic education institutions in the first and the second phase under the COVID-19 pandemic. The synthetic data included the external assessment reports of 31 basic education institutions with special education purposes, ranging from 2016 to 2020. The research tool utilized was the committee’s fourth-round external assessment report, comprising assessment scores and recommendations. Statistics employed for data analysis consisted of frequency, percentage, and content analysis.</p> <p>The research results revealed that:</p> <p><span style="font-size: 0.875rem;">1. The synthesis of the fourth-round external quality assessment results of self-assessment report (SAR) in the certified educational institutions for Standard 1, Quality of Learners revealed that all large-sized schools and those located in the Northern, Central, and Northeastern regions, achieved a certification level indicating a good level of quality, reaching 100 percent. In comparison, schools in the Southern region obtained a 70 percent accreditation rate indicating a good level, whereas 30 percent of those in the same region attained accreditation at a fair level. In terms of Standard 2, Administrative Process and Management Principles, all large-sized schools and those located in the Northern, Central, and Northeastern regions had been certified at a good level, accounting for 100 percent. In comparison, 90 percent of schools from the Southern region had been accredited with this standard at a good level, whereas 10 percent of those in the same region attained accreditation at a fair level. In Standard 3, Learner-Centered Teaching Process, all large-sized schools and medium-sized schools in the Northern, Central, Northeastern, and Southern regions achieved accreditation at a good level, accounting for 100 percent.</span></p> <p><span style="font-size: 0.875rem;">2. The synthesis of a summary of recommendations from the fourth round of external quality assessment in the first and the second phases revealed that in terms of Standard 1, most schools failed to provide adequate and precise information regarding certain aspects of the SAR. Thus, schools should specify goals for learner quality in line with the school mission and vision through the SWOT analysis. In terms of Standard 2, Administrative Process and Management Principles, schools should have a clear and systematic administration, including an education quality improvement plan and an annual action plan. The development’s specific goals must be clearly defined. Furthermore, various activities should be organized continuously. In terms of Standard 3, Learner-Centered Approach, schools should organize wide-ranging learning activities, and facilitate teachers in integrating technology for conducting classroom action research through the PLC process with learners' and stakeholders’ participation. Moreover, teachers are expected to employ systematic and diverse measurements and evaluations and implement active learning management.</span></p>2023-12-27T00:00:00+07:00Copyright (c) 2023 Journal of Graduate School Sakon Nakhon Rajabhat Universityhttps://so02.tci-thaijo.org/index.php/SNGSJ/article/view/248416DIGITAL LITERACY SKILLS FOR LEARNING IN THE NEW NORMAL2022-08-09T09:04:04+07:00Pichayapa Yuangsoi[email protected]Chartchavalit Wannakhao[email protected]<p>Thailand in the 21<sup>st</sup> century has embraced education as a crucial means to drive economic and social progress. The Smart Thailand 2020 policy stands as a significant initiative, aiming to offer equal opportunities ensuring that all citizens can benefit from essential infrastructure and nurturing personnel to be smart ICT users in managing 21<sup>st</sup>-century teaching and learning. This policy prioritizes the development of 21<sup>st</sup>-century learning skills for learners, essential for lifelong learning, encompassing the 3Rs and 7Cs skills. Thailand has also adopted widely used technology trends, new learning models, and digital literacy to equip learners with the skills needed for self-directed learning, thereby enhancing their digital intelligence. This proficiency would enable learners to adapt to the digital age, social media, and the ‘new normal’ way of life, and effectively integrate into society.</p>2024-01-18T00:00:00+07:00Copyright (c) 2023 Journal of Graduate School Sakon Nakhon Rajabhat University