Journal of Graduate School Sakon Nakhon Rajabhat University

THE ADMINISTRATIVE FACTORS AFFECTING THE PROFESSIONAL LEARNING COMMUNITY OF SCHOOLS UNDER THE MUNICIPALITY IN PRACHINBURI PROVINCE

Pongsakorn Panpanya, Linda Nakpoi, Saifon Sekkhuntod — Sun, 31 Mar 2024 00:00:00 +0700

The purposes of this research were to examine 1) the level of the administrative factors, 2) the level of the professional learning community, 3) the relationship between administrative factors and the professional learning community, and 4) the administrative factors affecting the professional learning community. The sample consisted of school administrators and teachers, yielding a total of 222 participants. The research instrument for data collection was a set of 5–point scale questionnaires. The statistics for data analysis were percentage, mean, standard deviation, Pearson's product–moment correlation coefficient, and multiple regression analysis.

The research results were as follows: 1) The administrative factors were overall at a high level, with mean scores ranking from high to low as communication, organizational culture, motivation, and organizational structure; 2) The professional learning community was overall at a high level, with mean scores ranking from high to low as caring community, learning and professional development, community support structure, co–leaders, teamwork, and shared vision; 3) The administrative factors had the highest level of positive correlation with the professional learning community at the 01 level of significance; and 4) The administrative factors, encompassing organizational structure, organizational culture, motivation, and communication, affected the professional learning community. They could jointly predict the professional learning community with 66.90 percent at the .01 level of significance. The regression equation of raw scores and the standardized scores could be written as follows: Y'=1.517+ .244X₃+.197X₂+.117X₄+.100X₁ as Z'_y = .343Z₃+.275Z₂+.182Z₄+.173Z_1.

THE ROLES OF SCHOOL ADMINISTRATORS AFFECTING THE OPERATION OF THE STUDENT SUPPORT SYSTEM IN SCHOOLS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE CHACHOENGSAO

Praphaphon Onphu, Linda Nakpoy, Saifon Sekkhunthod — Sun, 31 Mar 2024 00:00:00 +0700

The purposes of this research were to examine 1) the level of school administrators’ roles, 2) the level of the student support system operation, 3) the relationship between school administrators’ roles and the student support system operation in schools, and 4) the school administrators’ roles affecting the student support system operation in schools. The sample consisted of school administrators and teachers from the Secondary Educational Service Area Office Chachoengsao, yielding a total of 302 participants. The research instrument was a set of questionnaires with the reliability of .98. The statistics for data analysis were percentage, mean, standard deviation, Pearson's product–moment correlation, and multiple regression analysis.

The research results were as follows: 1) The school administrators’ roles were overall at a high level, ranking by mean scores from high to low as policy formulation and strategic planning, auditing processes comprising supervision, follow–up, and evaluation, leadership, and coordination; 2) The student support system operation in schools was overall at a high level, ranking by mean scores from high to low as promotion and development programs, prevention and solution initiatives, student screening processes, individualized student assessment, and student transferring procedures; 3) The school administrators’ roles showed a high positive correlation with the student support system operation in schools at the .01 level of significance; and 4) The school administrators’ roles, including policy formulation and strategic planning, leadership, auditing processes comprising supervision, follow–up, and evaluation, and coordination, affected the student support system operation in schools. They could jointly predict the student support system operation in schools with 97.40 percent at the .01 level of significance and could be written in the predictive equation form of the standardized score as follows: Z'Y = .412Z₁ + .303Z₂+ .282Z₄ + .102Z₃

ADMINISTRATIVE FACTORS AFFECTING THE EFFICIENCY OF INTERNAL SUPERVISION IN SCHOOLS UNDER CHACHOENGSAO PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Kanokrat Thammarak, Linda Narkpoy, Saifon Sekkhunthod — Sun, 31 Mar 2024 00:00:00 +0700

The purposes of this research were to examine 1) the level of administrative factors of school administrators; 2) the level of the efficiency of internal supervision in schools; 3) the relationship between administrative factors and the efficiency of internal supervision in schools; and 4) the administrative factors affecting the efficiency of internal supervision in schools. The research sample consisted of 306 participants, including school administrators and teachers. The research instrument was a set of questionnaires. The statistics for data analysis were frequency, percentage, mean, standard deviation, Pearson’s moment-product correlation coefficient, and stepwise multiple regression analysis.

The research results were as follows: 1) The administrative factors of school administrators were rated at a high level overall and in each aspect, with the highest mean score in leadership, followed by information technology, and motivation, which had the lowest mean score; 2) The efficiency of internal supervision in schools was at a high level overall and in each aspect, with the highest mean score in teaching and learning development, followed by teacher development, and curriculum development, which had the lowest mean score; 3) The relationship between administrative factors and the efficiency of internal supervision in schools was highly positive (r_xy = .871), with the .05 level of significance; and 4) The administrative factors affecting the efficiency of the internal supervision in schools, encompassing information technology, leadership, organizational structure, and motivation, could jointly predict the efficiency of the internal supervision within schools with 77.90 percent at the .05 level of significance.

The predictive equation could be written in raw scores, and standardized scores as follows:

Y' = .372 + .478X₄+ .205X₁ + .167X₂+ .101X₃

Z'_y= .431Z₄+ .215Z₁ + .205Z₂ + .124Z₃

FACTORS RELATED TO EFFECTIVE COMMUNICATION OF STUDENTS IN THE FACULTY OF EDUCATION AND DEVELOPMENT SCIENCES AT KASETSART UNIVERSITY

Sujinthorn Maneekong, Supharsinee Numniem, Areerat Phakphitcharoen — Sun, 31 Mar 2024 00:00:00 +0700

The objectives of the research were to 1) examine the level of factors and the effective communication among students, 2) to explore the relationship between these factors and students’ effective communication, and 3) to identify specific factors affecting effective communication among students enrolling in the Faculty of Education and Development Sciences at Kasetsart University. The sample consisted of 296 undergraduate students from the Faculty of Education and Development Sciences at Kasetsart University. The research tools included a set of questionnaires, with the discriminative power ranging from 0.30 to 0.95, with a Cronbach’s alpha coefficient between 0.943 and 0.977, and a knowledge test, with the discriminative power ranging from 0.20 to 0.40, and a KR20 coefficient of 0.415. The statistics for data analysis were frequency, percentage, mean, standard deviation, Pearson’s product-moment correlation coefficient, and stepwise multiple regression analysis.

The research results found that: 1) Students demonstrated a high level of effective communication, good attitudes toward effective communication, and a high level of creative thinking, listening skills, speaking skills, and social support from peers. They reported a relatively high level of good mental health and knowledge of using the Thai language for communication at a relatively low level, 2) The relationship between factors and the students' effective communication revealed that all independent variables exhibited a statistically significant correlation with the dependent variable, and 3) The factors affecting students’ effective communication encompassed five variables, namely creative thinking, knowledge of using the Thai language for communication, social support from peers, speaking skills, and good attitudes toward effective communication, could jointly predict students’ effective communication with 57.6 percent at the 0.05 level of significance.

PROBLEM CONDITIONS IN THE DEVELOPMENT OF COARSE BULRUDH WEAVING MAT GROUPS BASED ON THE COMMUNITY ENTERPRISE CONCEPT

Uthumporn Lordko — Sun, 31 Mar 2024 00:00:00 +0700

The objective of this research article was to investigate the problem conditions in the development of coarse bulrush weaving mat groups based on the community enterprises concept, focusing on Ban Bon in Na Pho Sub-district, Kusuman District, Sakon Nakhon Province. With the qualitative research method, the data collection was employed through in-depth interviews with members of the coarse bulrush weaving mat groups. Group discussions and participant observation methods were also conducted with community leaders, and 20 representatives from the Community Development Office in Kusumal District, Sakon Nakhon Province to analyze content data and conduct descriptive analysis.

The results revealed that the problem conditions in the development of coarse bulrush weaving mat groups, stemming from the informal establishment of coarse bulrush weavers. These groups were established through the support of local administrative organizations and recommendations from government entities. Management challenges within the coarse bulrush weaving groups encompassed various aspects, including group management, production planning, production management, product development, marketing, public relations, as well as financing, and accounting management.

GUIDELINES FOR CREATIVE LEADERSHIP DEVELOPMENT OF SCHOOL ADMINISTRATORS UNDER LOEI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Ponsuda Lasuk, Sakdinaporn nuntee, Suchat Bangwiset — Sun, 31 Mar 2024 00:00:00 +0700

The purposes of this research were to 1) examine the current and desirable conditions, and priority need index of the creative leadership of school administrators, 2) establish guidelines for developing creative leadership of school administrators, and 3) assess guidelines for developing creative leadership of school administrators. The sample group consisted of 297 participants, including 34 school administrators and 263 teachers. The sample size determination followed Krejcie and Morgan's calculation method and stratified random sampling. The research tools included: 1) a set of questionnaires on current conditions regarding creative leadership of school administrators with the Item-Objective Congruence (IOC)index of 1.00 for all items, the item discriminative power ranging from .51 to .93, and the reliability of .954, 2) a set of questionnaires on desirable conditions on creative leadership of school administrators with the IOC index of 1.00 for all items, the item discriminative power ranging from .53 to .92, and the reliability of .973, 3) semi-structured interview forms, and 4) a form for assessing guidelines for developing creative leadership of school administrators, evaluated by five experts. Data analysis utilized statistics, such as frequency, percentage, mean, standard deviation, and the modified priority needs index (PNI_Modified). The qualitative data analysis was conducted through descriptive analysis.

The research results revealed that 1. the current conditions on creative leadership were overall at a high level. The desirable conditions were overall at the highest level. The top three modified priority needs index (PNI_Modified) ranks were as follows: 1) imagination and creativity, 2) vision, and 3) individualized consideration; 2.The guidelines for developing creative leadership of school administrators involved five components: 1)imagination and creativity, 2) vision, 3) individualized consideration, 4) flexibility and adaptation, and 5) teamwork; 3. The assessment result regarding the guidelines for developing creative leadership of school administrators achieved the highest level overall.

GUIDELINES FOR ADMINISTRATION OF STUDENT SUPPORT SYSTEMS IN THE DIGITAL ERA UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE LOEI, NONG BUA LAM PHU

Suphaporn Phakrajang, Sakdinaporn Nuntee, Suchat Bangwiset — Sun, 31 Mar 2024 00:00:00 +0700

The objectives of this research were to 1) examine the current and desirable conditions, and needs for work administration of student care and support systems in the digital era, 2) establish guidelines for work administration of student care and support systems in the digital age, and 3) evaluate guidelines for work administration of student care and support systems in the digital era. The research procedures comprised three phases: Phase 1 involved current and desirable conditions with a sample of 18 school administrators and 293 teachers. Data collection utilized a set of questionnaires with the reliability of 0.97. Phase 2 involved determining guidelines for work administration of student support systems in the digital era, comprising two stages as follows : Stage 1 involved conducting a multi-case study utilizing semi-structured interviews with three school administrators, selected through purposive sampling. In Stage 2, a focus group session was conducted with nine stakeholders, also selected through purposive sampling. Phase 3 was related to guidelines assessment. Statistical analysis included frequency, percentage, mean, standard deviation, and the Priority Need Index (PNI_Modified) for qualitative data analysis, employing the descriptive analysis method.

The research results revealed that:

1. The current conditions on work administration of student care and support systems in the digital age were rated overall at a high level, while the desirable conditions reached the highest level. The Priority Need Index of all aspects reported the PNI_Modified values ranging from 0.13 to 0.17.

2. The guidelines for work administration of student care and support systems in the digital age consisted of six components, 18 operational methods, 72 activities, and 28 practices.

DEVELOPMENT OF A BLENDED LEARNING MANAGEMENT MODEL TO ENHANCE ABILITIES IN LEARNING MANAGEMENT AND CLASSROOM MANAGEMENT CATERING TO SPECIAL NEEDS STUDENTS FOR PRE-SERVICE TEACHERS AT SAKON NAKHON RAJABHAT UNIVERSITY

Ratchadapan Intarasuksanti — Sun, 31 Mar 2024 00:00:00 +0700

The objectives of this research were to 1) develop the blended learning management model to enhance abilities in learning management and classroom management catering to special needs students for pre-service teachers at Sakon Nakhon Rajabhat University, 2) develop the quality of the developed learning management model, and 3) examine the effects after the implementation of the developed learning management model. The research procedures were divided into three phases; Phase 1 was related to synthesizing learning management and classroom management catering to special needs students, Phase 2 involved the quality development of the developed learning management model; and Phase 3 focused on the effects after the developed learning management model. The target group, obtained through purposive sampling, included 44 pre-service teachers majoring in the special education curriculum (Double Major) identified with cohort student code 65. The statistics for data analysis were percentage, mean, and standard deviation.

The results revealed that: 1) The developed learning management model consisted of five components, including 1) principles of learning management, 2) objectives, 3) learning and teaching processes, 4) knowledge contents, and 5) supporting systems. 2) The quality of the developed learning management model was evaluated by five experts in terms of internal validity, achieved at a high level ( = 3.88, S.D.= 0.67). Furthermore, external validity indicated that pre-service teachers’ abilities in learning management and classroom management for special needs students during the intervention were 77.35 percent, whereas after the intervention, their abilities remained high at 76.97 percent, meeting the criteria of 70 percent, and 3) The assessment results showed that the pre-service teachers’ abilities in learning management and classroom management for special needs students during the intervention were higher than the defined criteria of 70 percent.

DEVELOPMENT OF PROFESSIONAL TEACHER INDICATORS IN SCHOOLS UNDER THE OFFICE NAKHON PHANOM PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Sapsuree Wongsa, Pornthep Steannoppakao , Wannika Chalakbang — Sun, 31 Mar 2024 00:00:00 +0700

The purposes of this research were to develop and examine the congruence of a structural model of professional teacher indicators in schools under Nakhon Phanom Primary Educational Service Area Office 1 in the academic year 2022. The research procedure was divided into two phases: Phase 1 was related to the development of professional teacher indicators, and Phase 2 involved examining the congruence of a structural model of professional teacher indicators. The sample consisted of 350 participants, selected through multi-stage random sampling. The instrument for data collection was a set of questionnaires. The statistics for data collection were frequency, percentage, mean, standard deviation, Pearson’s product-moment correlation coefficient, and parameter maximum likelihood estimation.

The study results revealed that: 1) The professionalism of teachers in schools under Nakhon Phanom Primary Educational Service Area Office 1 consisted of three main components and 12 sub-components with 66 indicators. These components included teacher spirituality with 26 indicators, self-development with 17 indicators, and class management with 23 indicators, with factor loadings of 0.95, 0.95, and 0.69, respectively, and 2) The developed structural model of professional teacher indicators supported the specified hypotheses and fitted well with the empirical data, as evidenced by a Chi-Square value (x²) of 30.92, a P-value of 0.71, 36 degrees of freedom (df), x²/df ratio of 0.86, GFI of 0.99, AGFI of 0.97, RMSEA of 0.00, and CN (Critical N) of 669.25.

ADMINISTRATIVE FACTORS AFFECTING THE EFFECTIVENESS OF ACADEMIC AFFAIRS ADMINISTRATION IN PRIVATE SCHOOLS UNDER SAKON NAKHON PROVINCIAL EDUCATION OFFICE

Nittaya Chaisura, Akkaluck Pheasa, Wannika Chalakbang — Sun, 31 Mar 2024 00:00:00 +0700

The purposes of this research were to 1) examine the level of administrative factors in private schools under the Sakon Nakhon Provincial Education Office (SNK-PEO), 2) examine the level of effectiveness of academic affairs administration in private schools, 3) explore the relationship between administrative factors and the effectiveness of academic affairs administration in private schools, 4) determine predictive power of administrative factors affecting the effectiveness of academic affairs administration in private schools, and 5) establish guidelines for developing administrative factors affecting the effectiveness of academic affairs administration in private schools. The sample, obtained through stratified random sampling, consisted of school administrators, teachers in charge of academic affairs, and teachers in private schools under the SNK-PEO in the academic year 2020, yielding a total of 283 participants. The research instrument for data collection was a set of 5-level rating scale questionnaires with two aspects: Aspect 1- Administrative Factors in Private Schools, with IOC values ranging between .80 and 1.00, the discriminative power value ranging from .34 to .68 and the reliability value of .97, and Aspect 2: Effectiveness of Academic Affairs Administration in Private Schools with IOC values ranging from .80 to 1.00, the discriminative power value between .31 and .65 and the reliability value of .94. The statistics for data analysis included frequency, percentage, mean, standard deviation, Pearson’s product-moment correlation coefficient and stepwise multiple regression analysis.

The findings were as follows: 1) The administrative factors in private schools under the SNK-PEO as a whole were at a high level, 2) The effectiveness of academic affairs administration in private schools under the SNK-PEO as a whole was at a high level, 3) The administrative factors and the effectiveness of academic affairs administration in private schools under the SNK-PEO had a positive relationship at the .01 level of significance, 4) The four aspects of administrative factors affecting the effectiveness of academic affairs administration in private schools under the SNK-PEO were able to predict private schools’ effectiveness at the .01 level of significance. The said factors, including budget (X₃), building (X₅), heads of academic affairs department (X₁), and teachers (X₂), achieved a correlation coefficient of .741 and a predictive power of 57 percent. The regression equation of raw scores and standardized scores could be written as follows: Y' = 1.372 + .168(X₃) + .208(X₅) + .169(X₁) + .147(X₂), Z' = .249(Z₃) + .336(Z₅) + .167(Z₁) + .158(Z₂), and 5) The guidelines for developing administrative factors in private schools under the SNK-PEO involved four aspects needing improvement: School administrators, teachers, budget, and building.

DEVELOPMENT OF MATHEMATICS SKILL EXERCISES ON PYRAMID, CONE, AND SPHERE USING TAI COOPERATIVE LEARNING AND KWDL TECHNIQUE FOR MATHAYOMSUKSA 3 STUDENTS

Nantana Srijumplang — Sun, 31 Mar 2024 00:00:00 +0700

The purposes of this research were to: 1) develop mathematics skill exercises on Pyramid, Cone and Sphere based on TAI cooperative learning and KWDL technique for Mathayomsuksa 3 students to meet the established efficiency criteria at 75/75, 2) investigate the effectiveness index of the developed mathematics skill exercises, 3) compare the students’ learning achievement before and after the intervention, and 4) explore the students’ satisfaction toward learning through the developed mathematics skill exercises. The sample, obtained through cluster random sampling, consisted of 44 Mathayomsuksa 3 students in the second semester of the academic year 2021 at Buakhao School, Kuchinarai District, Kalasin Province. The four research instruments comprised 1) seven sets of mathematics skill exercises, 2) 16 lesson plans on Pyramid, Cone, and Sphere based on TAI cooperative learning and KWDL technique, 3) a 30-item, 4-option multiple-choice achievement test with the discriminative power (B) ranging from 0.25 to 0.72, and reliability (r_cc) of 0.92, and 4) a 20-item satisfaction test with a 5-level rating scale, with the discriminative power (r_xy) ranging from 0.42 to 0.76 and reliability () of 0.87. The statistics for data analysis were percentage, mean, standard deviation, and t-test (Dependent Samples).

The findings were as follows: 1) The mathematics skill exercises on Pyramid, Cone, and Sphere based on TAI cooperative learning and KWDL technique of Mathayomsuksa 3 students achieved an efficiency of 85.39/84.40, which was higher than the set criteria of 75/75; 2) The effectiveness index of the developed mathematics skill exercises was 0.7503, with 75.03 percent; 3) The students’ learning achievement after the intervention was higher than that before the intervention at the .01 level of significance; and 4) The students’ satisfaction toward the developed mathematics skill exercises as a whole was at the highest level.

GUIDELINES FOR NEW PUBLIC MANAGEMENT IN ACCORDANCE WITH GOOD GOVERNANCE PRINCIPLES OF PHETCHABURI MUNICIPALITY, PHETCHABURI PROVINCE

Lanchakon Yoddokmai, Bampen Maitreesophon — Sun, 31 Mar 2024 00:00:00 +0700

This mixed-method research aimed to 1) examine the level of New Public Management of Phetchaburi Municipality, 2) compare respondents’ opinions on New Public Management, 3) explore good governance principles that affected New Public Management, and 4) establish guidelines for New Public Management in accordance with good governance principles. The sample groups were 170 personnel and 8 key informants from Phetchaburi Municipality. Data were analyzed using percentage, mean, standard deviation, t-test, One-Way ANOVA, multiple regression, and content analysis. The findings were as follows: 1) The New Public Management of Phetchaburi Municipality was rated at a high level, 2) Different personal characteristics showed no differences in opinions regarding New Public Management, 3)Decentralization and equity aspects affected New Public Management at the 0.001 level of significance, while the consensus-oriented aspect influenced it at the 0.05 level of significance, and 4) The guidelines for new public management in accordance with good governance principles recommend that individual organizations should effectively delegate jobs and responsibilities, enhance personnel development, prioritize service quality, work effectively and accurately to attain goals, incorporate private sector administration and management practices, and utilize resources with maximum profits.

USING INSTRUCTIONAL READING PACKAGES TO DEVELOP READING ABILITY OF CHILDREN WITH LEARNING DISABILITIES: A CASE STUDY OF SCHOOLS WHERE STUDENTS MAJORING SPECIAL EDUCATION UNDERGO PROFESSIONAL TEACHING PRACTICUM

Supatra Pasangkato, Arawan Nimtalung — Sun, 31 Mar 2024 00:00:00 +0700

The research objectives were to examine the efficiency of instructional reading packages to meet the 80/80 criteria, compare the reading ability of children with learning disabilities in reading before and after the intervention, and investigate knowledge retention in reading among children with learning disabilities before and after the intervention. The sample group comprised first key stage children with reading difficulties, possessing an average performance, and without multiple disabilities studying in schools under Sakon Nakhon Primary Educational Service Area Office 1. These children were part of the practicum experience conducted by pre-service teachers from the special education program of Sakon Nakhon Rajabhat University in the first semester of the academic year 2015. The sample group, consisting of six participants, was selected through purposive sampling based on a learning problem survey developed by Prof. Dr. Phadung Arrayawinyoo from the Special Education Department at Srinakharinwirot University. The experimental research utilized a one-group pretest-posttest design. The research tools included instructional reading packages, lesson plans, and a test assessing word reading abilities. This experimental research involved children with learning disabilities in Prathomsuksa 2 and 3 in the first semester of the 2015 academic year, serving as the sample group. The experiment spanned six weeks, five times a week, with each session lasting 50 minutes, totaling 30 sessions. Statistical analysis included mean, standard deviation, and the Wilcoxon Matched Pairs Signed-Ranks Test.

The research results indicated that the developed instructional reading packages attained an efficiency value of 94.08/90.63, which was higher than the specified criteria, confirming the established hypothesis. The reading ability of children with learning disabilities after the intervention was higher than those before the intervention at the .05 level of significance. Regarding knowledge retention in reading, it achieved 90.80 percent after the 7-day intervention, and 72.80 percent after the 30 day-intervention. These results fit within the expected range of 75 to 90 percent, aligning with the hypothesized criteria.