APHEIT International Journal of Interdisciplinary Social Sciences and Technology

Empowerment of school administrators to enhance educational administration and drive high-performance outcomes in Thai primary schools

2025-09-09T13:41:33+07:00

This study examined how empowering school administrators can enhance educational administration and promote high-performance outcomes in Thai primary schools. A mixed-methods design was used, involving 419 teachers from 13 primary schools under the Office of the Basic Education Commission, interviews with 13 educational administrators and principals, and a focus group discussion with 11 experts in educational administration. Exploratory Factor Analysis identified five empowerment components: strategic policy and administrative management; organizational climate and environment; competency enhancement and professional development; confidence building, trust, and motivation; and evaluation efficiency and feedback. Factor loadings ranged from 0.303 to 0.820, supporting the construct validity of these dimensions. Qualitative findings showed that these components align with key dimensions of high-performance administration, including organizational leadership, planning and strategy, stakeholder support, data-driven decision-making, human resource management, and feedback and outcomes. The results indicated that empowered administrators are better able to set strategic direction, build collaborative school cultures, develop personnel capacity, foster trust and motivation, and use evaluation data for continuous improvement. The proposed framework offers practical guidance for policymakers and school leaders seeking to strengthen administration and achieve sustainable high-performance outcomes in Thai primary schools.

Leadership skills for the 21st century of administrators in the University of Nanning City under Guangxi Province

2025-10-04T14:19:40+07:00

This study aimed to identify the components of 21^st century leadership skills among university administrators in Nanning City, Guangxi Province, and to propose implementation guidelines for enhancing these skills. A mixed-methods design was used. Quantitative data were collected from 310 professors selected through stratified random sampling from 1,551 professors across ten universities, while qualitative data were obtained from focus group discussions with 9 experts. The conceptual framework, synthesized from relevant literature, initially included six dimensions: vision, organizational management, communication, staff development, strategic planning, and collaboration. Quantitative data were analyzed using descriptive statistics and exploratory factor analysis, and qualitative data were analyzed through content analysis. Findings showed a high overall level of leadership skills among administrators (M = 4.12). The data were suitable for factor analysis (KMO = 0.829; Bartlett’s Test, χ² = 14,615.382, p < .001). Seven components were identified: organizational management, visionary management, staff development, collaborative leadership, communication competence, systematic management, and strategic planning. Together, they explained 62.298% of the total variance. Based on these findings, 33 implementation guidelines were proposed to support leadership development and strengthen institutional effectiveness in higher education.

A development model of effective educational administration in the 21st-century schools under the Salesian Foundation of Thailand

2026-05-06T14:06:00+07:00

This study identified the components of effective educational administration in the 21st-century schools under the Salesian Foundation of Thailand, validated the proposed model with empirical data, and developed implementation guidelines. The model comprised four interrelated components: personnel administration, organizational leadership, academic management, and learner quality development. Using a descriptive research design, data were collected from 400 administrators and teachers selected through stratified proportional random sampling from 1,257 personnel in seven Salesian schools. Data were analyzed using descriptive statistics, pearson’s correlation, and confirmatory factor analysis (CFA). The results showed that all 60 indicators received high ratings with low variability. The first-order CFA models showed good fit (χ²/df = 1.22–1.33, CFI = .996–1.000, TLI = .995–1.004, RMSEA = .023–.029), and the second-order model demonstrated excellent fit (χ²(34) = 44.88, χ²/df = 1.32, GFI = .98, AGFI = .96, CFI = .998, TLI = .997, RMSEA = .028, RMR = .003). Strong positive correlations were found among the four components (r = .94–.99), with learner quality development contributing most strongly to the model. The study provides an empirically validated, context-specific model that can guide policy development, school improvement, and future research in Salesian and other faith-based educational settings.

Effect of the 4Cs on project-based learning in digital education: evidence from private universities in Thailand

2026-05-06T14:06:58+07:00

This study examines the effect of integrating the 4Cs—critical thinking, creativity, communication, and collaboration—into project-based learning in digital education at private universities in Thailand. Using a quantitative research design, data were collected from 500 undergraduate students with experience in digital project-based learning through a structured five-point Likert-scale questionnaire. Descriptive statistics and multiple linear regression were used for data analysis. The results showed moderate to high levels of 4C integration and revealed that all four competencies have positive and statistically significant effects on learning outcomes. The regression model explained 72.8% of the variance in learning outcomes, indicating strong explanatory power. Critical thinking and collaboration were the strongest predictors, followed by creativity and communication. These findings provided empirical evidence that embedding the 4Cs in digital project-based learning enhances students’ learning outcomes. The study contributes to digital pedagogy by validating the 4Cs framework in Thai private higher education and highlights the need for instructional designs that prioritize 21st-century skill development alongside technology use.

Perceptions and practices of classroom assessment among university lecturers

2026-05-05T13:50:53+07:00

Teachers’ perceptions of classroom assessment influence instructional decisions, feedback practices, and students’ learning experiences in higher education. This mixed-methods study explored university lecturers’ perceptions and practices of classroom assessment. Twenty-two lecturers completed a 33-item questionnaire, and five participated in semi-structured interviews. The findings showed that lecturers viewed assessment mainly as a tool for improving student learning and identifying students’ strengths and weaknesses. They valued formative assessment, timely feedback, and continuous monitoring of learning progress. However, large class sizes, heavy workloads, and limited time constrained the use of formative assessment practices. Most respondents (82%) reported designing assessments to measure higher-order thinking skills, including analysis, synthesis, and creation. Common assessment forms included written assignments and quizzes (86%), while alternative assessments such as reflective journals (54%) and project-based assessment (50%) were also used. The findings highlight the need for sustained professional development and institutional support to promote authentic, learner-centered assessment practices in universities.

A phenomenological management model for design basic education at universities in Zhuhai, Guangdong Province

2026-03-13T11:09:50+07:00

This study developed a phenomenological management model for Design Basic Education in universities in Zhuhai, Guangdong Province. Using a mixed-methods design, the researcher reviewed relevant literature, interviewed 15 administrators and teachers from three universities, surveyed 389 teachers and administrators from a population of 3,390, and validated the proposed model through a focus group with 11 experts. Quantitative data were analyzed using frequency, percentage, mean, and standard deviation, while qualitative data were analyzed through content analysis. Findings revealed challenges including insufficient teacher competencies, low student motivation, limited administrative effectiveness, inflexible curriculum objectives, inadequate evaluation systems, and insufficient teaching resources. Six essential management components were identified: teacher management, student management, administrator management, curriculum management, teaching evaluation management, and teaching resource management. The phenomenological management model emphasizes teacher professional development, student-centered learning, collaborative administration, meaningful curriculum design, diversified evaluation, and adequate resource provision. The model offers practical guidance for improving the quality and effectiveness of Design Basic Education management and may support educational policy and institutional development.

The 21st century leadership components for administrators of universities in Taian City under Shandong Province

2026-03-13T11:12:35+07:00

This study aimed to propose guidelines for developing the 21st-century leadership components for university administrators in Taian City, Shandong Province, China. A qualitative approach was used, including document analysis and a focus group discussion with nine purposively selected administrators from Shandong Agricultural University and Taishan University. Data were analyzed through content analysis and thematic synthesis. The findings identified three major leadership components: leadership skills, leadership styles, and leadership behaviors. Leadership skills included social skills, teamwork, innovation, critical thinking, lifelong learning, strategic thinking, cross-cultural adaptability, self-management, decision-making, and digital competency. Leadership styles included autocratic, democratic, laissez-faire, situational, paternalistic, transactional, and transformational leadership. Leadership behaviors included goal setting and tracking, employee motivation, teamwork, decision-making, and problem-solving. In total, 49 development guidelines were proposed to strengthen leadership competencies through collaboration among government agencies, universities, society, and administrators. The guidelines provide a practical framework for enhancing leadership capacity and supporting the modernization and sustainable development of higher education institutions in China.

Managerial guidelines of landscape architecture education in higher education under Henan Province

2026-05-05T13:54:18+07:00

This study aimed to identify the components of landscape architecture education management in higher education institutions in Henan Province, China, and to propose managerial guidelines for improving its quality and effectiveness. A mixed-methods design was used. In the quantitative phase, 364 instructors and administrators were selected through stratified random sampling from 7,066 personnel at 10 higher education institutions offering landscape architecture programs. Data were collected using a five-point rating-scale questionnaire and analyzed with descriptive statistics and exploratory factor analysis. In the qualitative phase, data from in-depth interviews with 16 key informants and a focus group discussion with 11 experts were analyzed using content analysis. The findings identified seven components of landscape architecture education management: 1) teaching theory requirements, 2) teaching practice and application, 3) teaching objectives and social needs, 4) learning atmosphere, 5) evaluation criteria, 6) resource development, and 7) innovation and development. Based on these components, 16 managerial guidelines were developed to strengthen curriculum relevance, practical learning, supportive learning environments, assessment systems, resource development, and educational innovation in higher education institutions in Henan Province.