Journal of Association of Professional Development of Educational Administration of Thailand (JAPDEAT)

Situations for the Development of Teachers’ Digital Skills in Schools in Ubon Ratchathani Provincial Administrative Organization

Kanokwan Khotrpong — 2025-12-25

The objective of this research is to 1) study situations for the development of teachers’ digital skills in schools, 2) compare situations for the development of teachers’ digital skills in schools based on the perspectives of school administrators and teachers, classified by position, educational levels, and work experience, and 3) study on the guidelines of the development of teachers’ digital skills in schools in Ubon Ratchathani Provincial Administrative Organization. The sample used in this research was school administrators and teachers consisted of 214 participants. The target group for interviews consisted of 4 school administrators selected by purposive sampling. The research instruments were the questionnaires with a reliability coefficient of .97 and the structured interviews. The statistical analysis used included frequency, percentage, mean, standard deviation, t-test, and F-test. When significant differences were found, Scheffe's method was used for further testing, and content analysis. Research results were as follows, situations for the development of teachers’ digital skills in schools founded that the overall and each aspect was at high level. Then comparison of the development of teachers’ digital skills in schools based on the perspectives of school administrators and teachers and categorized by position, educational levels, and work experience, revealed that there were no significant differences in overall. For the guidelines for the development of teachers’ digital skills in schools were teachers should be developed knowledge, skills, a positive attitude toward digital technology, and participate in training on the use of digital devices and encouraging the integration of technology into the teaching and learning process and using digital technology safely.

Academic Leadership of School Administrators Affecting Teaching Efficiency of Teachers in School Under Nakhon Ratchasima Primary Educational Service Area Office 3

Kritsada Srakrathok — 2025-12-25

The objectives of this research were 1) to study teaching efficiency of teachers. 2) to study academic leadership of school administrators. and 3) to study academic leadership of school administrators affecting teaching efficiency of teachers in school under Nakhon Ratchasima Primary Educational Service Area Office 3. The sample were 320 people, in the academic year 2024. The sample size was stratified random sampling method by using job positions and the participants were then selected proportionally from each stratum. The instrument for collecting the data was a questionnaire. The statistics used to analyze the data were frequency distribution, percentage, mean, standard deviation, Pearson product moment correlation coefficient, and stepwise multiple regression analysis. The research results found that 1) Teaching efficiency of teachers was at a high level. 2) Academic leadership of school administrators was at a high level. 3) Academic leadership variables of school administrators affecting teaching efficiency of teachers include 3 variables had a statistically significant effect on educational supervision (X₄), development of the learning process (X₅) and educational administration (X₃) at the .01 level. These aspects could explain the variance in teaching efficiency of teachers by 66.50%.

Developing the Guidelines of Academic Administration for Enhancing Learning Achievement by Using Quality Control Circle for Watsantikirirom School Under Surat Thani Primary Educational Service Area Office 2

Kuntida Soonin — 2025-12-25

The objectives of this research were: (1) to study the current conditions, desired conditions, and needs for academic administration at Wat Santikirirom School; (2) to develop academic administration guidelines for enhancing learning achievement using the PDCA quality cycle; and (3) to evaluate the appropriateness and feasibility of the developed guidelines. This study employed a Research and Development (R&D) design consisting of three phases: Phase 1 studied the current and desired conditions and needs through questionnaires administered to 22 school administrators, teachers, and educational personnel selected by purposive sampling; Phase 2 developed the guidelines through interviews with six participants—administrators and teachers—from two model schools; and Phase 3 evaluated the guidelines with five experts. Data were analyzed using mean, standard deviation, and the modified priority needs index (PNImodified). The results showed that (1) the current state of academic administration was at a moderate level, while the desired state was at a very high level, with the greatest needs in curriculum development; (2) the developed guidelines covered four aspects—curriculum development, teaching and learning, measurement and evaluation, and educational supervision—implemented through the PDCA process, consistent with the school’s context; and (3) the expert evaluation indicated high appropriateness and feasibility. The guidelines’ distinctive feature lies in the integration of the PDCA cycle into school-level academic administration, representing an innovative approach that enhances learning management efficiency and promotes sustainable development among students, teachers, and administrators.

Guidelines development of internal quality assurance operations in the process of organizing learner centered teaching and learning in the situation of emerging technologies of educational institutions in the Mae Pa-Mae Ka Sa group under the Office of the Primary Education Area, Tak Area 2

Kassara Rukpuang — 2025-12-25

The objective of this research is (1) examine the conditions and problems of internal quality assurance implementation, (2) compare the conditions of internal quality assurance implementation classified by work experience and educational background, and (3) identify approaches for developing the implementation of internal quality assurance in the teaching and learning process with a learner-centered approach under the context of emerging technologies. The target group consisted of school administrators and teachers in the Mae Pa–Mae Kasa educational group, under the Office of Tak Primary Educational Service Area 2. The population comprised 156 individuals, and the sample group consisted of 111 participants. The research instruments included a questionnaire, which had a content validity index of 1.00 and a reliability coefficient of .715, and an interview schedule. Data were analyzed using a statistical software package, employing mean, standard deviation, frequency distribution, percentage, and t-test. The findings revealed that: (1) The overall condition of internal quality assurance implementation in the learner-centered teaching and learning process was at a moderate level. The most critical problem in each aspect was that teachers and students lacked sufficient knowledge and skills to effectively utilize new technologies, resulting in limited application of technology in learning and practical activities. (2) The comparison of internal quality assurance implementation by educational background showed no significant differences, either in the overall or specific aspects. In terms of work experience, no overall difference was found, except in one aspect, namely the use of media, information technology, and learning resources that support learning.(3) The proposed approaches for implementing internal quality assurance in the learner-centered teaching and learning process emphasized that schools should adopt modern technologies to enhance teaching and learning with greater diversity and engagement. Learners should receive instruction tailored to their individual abilities and needs, while teachers and schools require continuous professional development and infrastructural support to prepare learners for future technology integration.

Leadership in Academic Administration of Educational Institution Administrators in schools of the Thoen 3 educational network under the Lampang primary educational service area office 2

Jirayu Mahayos — 2025-12-25

This research aims to: (1) study the academic leadership of school administrators in the Thoen 3 Educational Network under the Lampang Primary Educational Service Area Office 2, and (2) identify guidelines for developing the academic leadership of school administrators in the Thoen 3 Educational Network under the Lampang Primary Educational Service Area Office .The population and data sources for this study include school administrators and teachers in the Thoen 3 Educational Network under the Lampang Primary Educational Service Area Office 2 during the 2024 academic year, totaling 63 participants. The research instruments used were questionnaires and interviews. Data were analyzed using percentage, mean, standard deviation, and content analysis. The findings of the research indicated that; The overall status of academic leadership of school administrators under the Lampang Primary Educational Service Area Office 2, both in general and across all five aspects, was found to be at a high level. When considering each aspect individually, the highest average score was found in the area of setting visions, goals, and learning missions, which was rated at a high level. This was followed by curriculum management and instructional activity organization, also at a high level. The areas of teacher quality development, creation of a learning atmosphere, and supervision, monitoring, and evaluation of teaching and learning were also rated at a high level, respectively. Guidelines for Developing Academic Leadership in Educational Administration It was found that school administrators should closely oversee, promote, and support teachers’ instructional practices. Administrators should establish a concrete supervision calendar and systematically monitor and follow up on curriculum management.

A Study of Artificial Intelligence (AI) Usage Behavior for Learning Among Graduate Students at Sisaket Rajabhat University

Chularat Busabong — 2025-12-25

This research aims to study the use of artificial intelligence (AI) for learning among graduate students at Sisaket Rajabhat University. The sample group consisted of 43 students enrolled in the Master of Education Program. The participants were selected using simple random sampling. The research instruments included: 1) a questionnaire on students’ use of artificial intelligence for learning, and 2) a semi-structured interview. The statistics used for quantitative data analysis were descriptive statistics, including percentage, mean, and standard deviation. The results regarding students’ behavior in using artificial intelligence for learning were as follows: 58.1% of the students knew or had heard about artificial intelligence; 97.7% had experience using it; and 72.1% stated that it played an important role in their daily lives. In terms of usage frequency, 72.1% reported using artificial intelligence 2–3 times per week. The factors influencing the adoption of artificial intelligence were categorized into 4 dimensions, all of which were rated at a high level overall ( = 4.12, S.D. = 0.36). The use of artificial intelligence for learning was found to include the following aspects: 1) Purpose of using artificial intelligence: Most students used AI to search for academic information, complete reports, create or summarize content, assist with work tasks, for translation, and entertainment purposes; 2) Experience with artificial intelligence tools: Most students used platforms such as ChatGPT, Gemini, Bing, Copilot, and DeepSeek; and 3) Sources of information about artificial intelligence: Students primarily received information from social media, formal education, training or seminars, and from friends or family.

Strategies for Managing Student Development Activities Accordance with the Royal Education Policy of Private School in the Areas of Ratchaburi Province

Chokanan Raksapakdee — 2025-12-25

This research aimed to 1) study learner characteristics and the current state of learner development activity management; 2) extract lessons learned from good practices in learner development activity management; and 3) develop strategies for managing learner development activities in accordance with the Royal Policy on Education of private schools in Ratchaburi Province. A mixed-method research approach was used. The sample consisted of 313 school administrators and teachers teaching learner development activities in private schools in Ratchaburi Province. Six informants were interviewed for debriefing good practices; nine were interviewed for strategy drafting; and seven were interviewed for strategy verification. The research instruments included questionnaires, focus group discussion notes, semi-structured interviews, and strategy evaluation forms. Data were analyzed by frequency, percentage, mean, standard deviation, and content analysis. The results revealed that: 1) learner characteristics according to the Royal Policy on Education of private schools in Ratchaburi Province had high mean values in all dimensions. The current state had the highs mean values. 2) Good practices in managing learner development activities in accordance with the Royal Policy on Education in Ratchaburi Province consist of teamwork, reasoning, and sustainability by using the management mechanism according to the PDCEE process, consisting of planning, implementation, inspection, evaluation, and expansion through collaborative networks both inside and outside the educational institution, resulting in continuous and sustainable operations. 3) Strategies for managing learner development activities in accordance with the Royal Policy on Education of private schools in Ratchaburi Province consist of 4 main strategies: sparking a model to follow the Royal Policy on Education, upgrading learner development activities in accordance with the Royal Policy on Education, empowering teachers to integrate smart technology, and unlocking limitations in mobilizing resources in all dimensions that are appropriate, feasible, and beneficial at the highest level.

A study of the use of technology for the management of educational institutionsin the digital age in Klong San Office under Department of Education Bangkok Metropolitan Administration

๊Unchalee Panprachat — 2025-12-25

The purposes of this research were: (1) to study the use of technology for the management of educational institutions in the digital age in Klong San Office under Department of Education Bangkok Metropolitan Administration, and (2) to compare the opinions of administrators and teachers regarding the use of technology in management, classified by gender, educational qualification, marital status, and years of experience in their positions. The sample consisted of 11 administrators selected purposively and 121 teachers selected through stratified random sampling based on the proportion of each school, totaling 132 participants. The research instrument was a five-point Likert scale questionnaire developed by the researcher. Data were analyzed using percentage, mean, standard deviation, t-test, one-way ANOVA, and LSD post hoc test. The findings revealed that: 1. The overall use of technology in the management of educational institutions was at a high level. Considering each aspect, all were at a high level; 2. The comparison of opinions showed that gender, educational qualification, and marital status were significantly different both overall and in all aspects at the .001 level. In contrast, years of experience did not show differences in the overall aspect but revealed a significant difference in personnel administration at the .05 level. A significant difference was found between one pair: participants with 1–5 years of experience had lower mean scores than those with 11–15 years of experience, with statistical significance at the .01 level.

The Development Model of Moral School Management in the Digital Age to Enhance Desirable Characteristics of Students of Na Prong Prachasan School, Sisaket Yasothon Secondary Educational Service Area Office

Narongchai Arawan — 2025-12-25

This research aimed to 1) study basic information on the administration of moral schools, 2) develop a model of administration of moral schools, 3) experiment a model of moral school administration, and 4) evaluate the model of administration of moral schools. The sample group used for data collection included 172 people: teachers, parents, and basic education committee members, 3 of the best practice schools, 9 expert committees and 152 students (24 student leaders). The research instruments used were questionnaires, interviews, tests, evaluation forms, document analysis forms and group discussion record forms. The data analysis used content analysis and used statistics such as percentage, mean, standard deviation, t-test, relative development score and need ranking index. The research results found that 1) the components of moral school administration consist of the preparation stage, the moral target determination stage, the development implementation stage, and the evaluation stage. The overall current condition is at a high level. The overall expected condition is at the highest level, when ranking the needs from most to least, including the development implementation, evaluation, and moral goals. 2) The components of the model include principles, objectives, content, implementation, evaluation, and conditions for success, and the format. The model's user manual is of the highest level of accuracy and appropriateness. 3) The results of the experiment using the model found that teachers and student leaders had a very high level of knowledge about the administration of moral schools. The effectiveness of the administration of moral schools was practiced at the highest level. And the moral identity of Na Prong Prachasan School was increased to be 1.10 percent. 4) The results of the evaluation of the model found that (1) the results of the National Basic Education Test of Mathayomsuksa 6 in academic year of 2024 increased by 3.43 percent, (2) The results of the evaluation of the desired characteristics increased by 4.78 percent, (3) the format was at the highest level of feasibility and usefulness, and (4) satisfaction with the format was at the highest level.

Needs assessment of participatory internal supervision in schools under the Samut Sakhon Primary Educational Service Area Office

Natthakan Boonsert — 2025-12-26

This research aimed to investigated the current conditions, the desired conditions, and to assess the needs for participatory internal supervision in schools under the Samut Sakhon Primary Educational Service Area Office. The research sample comprised 69 school administrators and 271 teachers, consisted of 340 participants. The sample size was determined were selected through stratified random sampling. The research employed five-point Likert scale questionnaires as the main instruments. The reliability coefficients of the questionnaires on the current and desired conditions were both 0.94. The Data were analyzed using percentage, mean, standard deviation, and the Modified Priority Needs Index (PNI_modified ). The findings revealed that the overall current conditions of participatory internal supervision was at a high level, while the overall desired conditions was at the highest level. The priority needs for participatory internal supervision were identified as follows: (1) enhancing knowledge and understanding by engaging affiliated and external agencies in providing professional knowledge regarding internal supervision to teachers; (2) planning and establishing directions for internal supervision, including clarifying policies, assigning responsibilities, assessing readiness, gathering survey data, and conducting monitoring to inform problem-solving and development strategies; (3) implementing plans, projects, and activities to achieve the specified objectives; and (4) evaluating and reporting outcomes, with school administrators and teachers collaboratively determining evaluation criteria and continuously monitoring the progress and results of internal supervision for the teachers being supervised, respectively.

Guidelines For The Development Of Information Systems For School Administration Era Of Mae Pa - Mae Kasa School Group Under The Tak Primary Educational Service Area Office 2

Nutnicha chindaphhat — 2025-12-23

This research aimed to 1) study the status of the information system for school administration of Mae Pa-Mae Kasa School Group under Tak Primary Educational Service Area Office 2 and 2) find guidelines for developing the information system for school administration of Mae Pa-Mae Kasa School Group under Tak Primary Educational Service Area Office 2. The population and data sources used in this research were school administrators and teachers in Mae Pa-Mae Kasa School Group under Tak Primary Educational Service Area Office 2 in the academic year 2024, totaling 150 people. The instruments used were questionnaires and interview forms. Data were analyzed by finding percentages, means, standard deviations, and content analysis. The research results found that: 1. The overall and individual aspects of information system management for educational institutions in the Mae Pa-Mae Kasa school cluster, under the Tak Primary Educational Service Area Office 2, were found to be at a high level on average. When considering each aspect in descending order of mean, it was found that the aspect with the highest mean was data and information storage, which was at a high level. This was followed by data collection, data and information presentation, data processing, and data verification, respectively; 2.Guidelines for developing information systems for educational institution management in the Mae Pa-Mae Kasa school cluster, under the Tak Primary Educational Service Area Office 2, provided recommendations categorized into five aspects: 1)Data Collection: Define scope and objectives, and select appropriate data collection methods. 2)Data Verification: Implement system usage and training, design and develop the system, and evaluate results. 3)Data Processing: Analyze data, sort and organize data, perform calculations, summarize and create reports, and present data. 4) Data and Information Presentation: Utilize tools and technologies for data presentation, and select appropriate presentation formats. 5) Data Storage: Define types of data to be stored, choose data storage methods, design database structures, and maintain and update data storage systems.

Guidance Administration of Educational Institutions in the Digital Era under the Secondary Educational Service Area Office Ubon Ratchathani Amnat Charoen

Nutthidaporn Saisood — 2025-12-26

This research aimed to: 1) study the current state of guidance administration of educational institutions in the digital era; 2) compare the state of guidance administration based on position, work experience, and school size; and 3) explore the guidelines for guidance administration of educational institutions in the digital era under the Secondary Educational Service Area Office Ubon Ratchathani Amnat Charoen. The sample consisted of 118 school administrators and guidance teachers, with six participants selected for in-depth interviews. Research instruments included a questionnaire and a structured interview. Data analysis employed frequency, percentage, mean, standard deviation, t-test, F-test, and content analysis. The findings revealed that: 1) the overall and aspect-specific state of guidance administration in the digital era was at a high level; 2) there were statistically significant differences at the .01 level in guidance administration when classified by position, work experience, and school size; and 3) The proposed guidelines for guidance administration in the digital era included: for educational services and data collection, use digital systems ethically; for information services, develop modern platforms and public relations media; for counseling, provide safe online and offline channels; for student placement, apply technology to analyze potential and plan in collaboration with networks; and for follow-up, use digital platforms for continuous monitoring and evaluation, aiming to sustainably enhance the efficiency of the guidance system.

Guidelines Development for Academic Management in Schools under the Association of Private Chinese Language Schools in Northern Thailand

Natthaphon Mingoen — 2025-12-26

This research aimed to examine the current conditions, challenges, and evelopment guidelines for academic management in schools affiliated with the Association of Private Chinese Language Schools in Northern Thailand. The research population comprised 270 heads of Chinese language programs and Chinese language teachers in northern private schools, along with in-depth interviews with 17 school administrators, school managers, and Chinese language education experts. Research instruments included questionnaires and interview guides, and data were analyzed using frequency, percentage, mean, and standard deviation. The findings revealed that 1) The overall academic management was at a high level, with the highest-rated aspects being teaching process development, academic collaboration with other institutions, and curriculum development. However, several issues were identified, including a lack of clarity and contextual relevance in curriculum development, insufficient planning for effective teaching processes, inadequate standards in assessment and evaluation, insufficient research for educational quality improvement, inconsistent academic collaboration, and inadequate resources and support for media and technology development. 2) The guidelines for academic management development encompassed six areas: (1) improving curriculum standards to align with educational needs, (2) designing teaching processes that actively engage students, (3) establishing clear and standardized assessment and evaluation systems, (4) promoting school-based research and applying findings to academic development, (5) fostering collaboration networks among schools and relevant organizations, and (6) enhancing the use of diverse and modern technologies and innovative teaching materials to support learning.

Academic administration in the digital age of educational institutions maesot-thasailuad school group under the tak primary educational service area office 2

Nutsiri Lanoi — 2025-12-26

The objectives of this research were: 1) to study the current state of academic administration in the digital era of schools under the Mae Sot - Tha Sai Luat School Group, Tak Primary Educational Service Area Office 2, and 2) to propose guidelines
for the development of academic administration in the digital era for schools under
the same group. The population and sources of data in this study included school administrators and teachers from the Mae Sot - Tha Sai Luat School Group, Tak Primary Educational Service Area Office 2, totaling 133 participants in the 2024 academic year. The research results revealed that:The overall and individual aspects of academic administration in the digital era of the schools under the Mae Sot - Tha Sai Luat School Group were rated at a high level.The proposed guidelines for the development
of academic administration in the digital era are as follows. 1. Digital technology should be used to support new teaching methods integrated with learning activities
that promote active student participation. 2. Technology should be applied to set clear objectives and assessment criteria, manage reliable and accurate data, and utilize technology for storing assessment documents and other related records.3. Technology should be used to analyze data for curriculum design. 4. Digital technology
and computer systems should be employed to enhance the efficiency of research aimed at improving educational quality. 5. Digital technology should be used to evaluate, supervise, and monitor the development of internal quality assurance systems
and educational standards, as well as to promote their efficiency and quality.

Digital leadership of school administrators secondary educational service area office Samut Prakan.

Thanatporn Kertrung — 2025-12-26

Recently, digitalization was a key role in global development. The purposes of this research were to 1) to investigate the level of digital leadership, and 2) to examine the factor of sampling group categorized by gender, education level, age, and working experience on digital leadership. The sample group included the teachers at schools in Secondary Educational Service Area Office Samut Prakan and obtained from defining a sample of 331 people from Krejci and Morgan's table. The studies were conducted by initially using random sampling, followed by stratified random sampling to compare the proportion of the population to a given sample group, and then employing simple random sampling. The tool of the research used to collect data was the 5 rating-scale questionnaires. Data were analyzed using basic statistics, including frequency, percentage, mean, standard deviation, independent t-tests and comparing among sample group by one-way analysis of variance. The research found that 1) The level of Digital leadership of school administrators was in the high level. 2) A comparison of the level of digital leadership of school administrators obtained from sample group classified by gender, educational level and work experience, did not show any statistically significant differences. However, a statistically significant difference was found based on age.

Internal Control Management Of Educational Institutions Under The Office Of Vocational Education, Ubon Ratchathani

niramol srisuk — 2025-12-26

The objective of this research is to (1) study the current situation of internal control management in educational institutions under the Office of Vocational Education, Ubon Ratchathani Province (2) comparison of internal control management of educational institutions under the Office of Vocational Education, Ubon Ratchathani Province, classified by position, work experience and size of educational institutions (3) study of internal control management guidelines of educational institutions under the Office of Vocational Education, Ubon Ratchathani Province.The sample consists of 254 people, consisting of 15 school administrators and 239 teachers, selected by stratified proportional sampling. Two research instruments were used: a 5-point rating scale questionnaire with 50 items, with a reliability of 0.98 for the whole questionnaire, and a semi-structured interview. The statistics used were percentage, mean, standard deviation, t-test and F-test, and a test of pairwise differences using the Scheffe' difference test. Content data was analyzed.

A Model of Developing Growth Mindset of School Administrators under the Secondary Educational Service Area Office Chaiyaphum

Panithan Wannawan — 2025-12-26

This study aimed to: (1) examine the components and key indicators of the growth mindset framework; (2) investigate the current conditions, desired conditions, and priority needs for development; (3) develop a model; and (4) evaluate the outcomes of implementing the growth mindset development model for school administrators under the Secondary Educational Service Area Office Chaiyaphum. A multi-phase mixed methods research design was employed, consisting of four phases ;
Phase 1 involved a document analysis, interviews, and verification by seven experts.
Phase 2 involved a survey of 407 school administrators using a structured questionnaire.
Phase 3 focused on model development, followed by content validity and suitability evaluations by nine experts.
Phase 4 implemented the model with 33 school administrators and assessed its effectiveness. Post-implementation evaluation was conducted by 20 stakeholders.
The findings revealed the following: 1) The growth mindset framework for school administrators comprised five components and a total of 30 behavioral indicators; 2) The current condition was at a moderate level, while the desired condition was at the highest level. The priority need for development was indicated by a PNI modified value of 0.44; 3) The developed growth mindset model included: principles, objectives, content, developmental processes, and evaluation methods. The model was found to be highly valid and appropriate; and 4)The results of the implementation of the development model revealed that the post-development scores significantly increased at the .05 level of statistical significance. The overall behavioral performance, as assessed by the indicators, was at the highest level. The level of satisfaction was high. Furthermore, the evaluation of the model after implementation indicated a high level of feasibility and the highest level of usefulness.

Development Of The Cooperative Lerarning Activities Set For Health Science Intensive Program Matthayomsuksa 4 Wat Suthiwararam School Bangkok

Panbongkoj Panamala — 2025-12-26

The objective of this research is to study: 1) The effectiveness of cooperative learning activity set, achieving the 80/80 criterion. 2) The academic achievement of cooperative learning activity set. 3) The effects of cooperative learning group behavior. And 4) The satisfaction of students towards to use of the cooperative learning activity set. The research design utilized combined approach, using the LT (Learning Together) cooperative learning concept. The research location was Wat Suthiwararam School. The sample consisted of 35 Mathayomsuksa 4 students, purposively randomized. The research instruments used were 1) Five activity 2) Achievemen set. 3) Group behavior observation form. and 4) Satisfaction questionnaire. Data were analyzed using 80/80 consistency, Means, Standard deviations, and Pre-test - Post-test result. The content analysis was followed by descriptive writing. The results of the research found that: 1) Learning activity set for health science intensive program had an efficiency of 84.26 / 89.92. 2) The results before studying were (Mean = 37.97, S.D.= 1.17) and the results after studying were (Mean = 47.03, S.D.= 0.78), and the academic achievement after studying were higher than before studying with statistical significance at the .05 level. 3) The results of student satisfaction of behavioral observation, were at a good level. And 4) The results of student satisfaction of the activity set were at the highest level.

An Administration towards a Learning Organization according to McKinsey's 7-S Framework of Graduate School Management Sripatum University Khon Kaen Campus

Ratchakorn Praseeratesang — 2025-12-26

This research aims to: 1) examine the level of becoming a learning organization at the Graduate School of Management, Sripatum University, Khon Kaen Campus; and 2) investigate the components of McKinsey’s 7-S framework that influence the development of a learning organization. The population consisted of faculty members and administrative staff from the Graduate School of Management, Sripatum University, Khon Kaen Campus, specifically from the Educational Administration program, totaling 36 individuals. The sample group comprised 32 faculty and administrative staff members, selected based on the sample size determination formula developed by Krejcie and Morgan. The statistical methods employed for data analysis included frequency, percentage, mean, standard deviation, and multiple regression analysis. Research findings found that the results revealed as follows: 1) the overall level of becoming a learning organization was rated at the highest level (Mean = 4.59, SD = 0.48). Among the dimensions, the highest mean score was found in learning dynamics. 2) Regarding the components of McKinsey’s 7-S framework, the strategy component had a moderate influence on the development of the learning organization, with a standardized coefficient of 0.599. Additionally, the predictive power of the model for determining the level of becoming a learning organization was 0.728. As in the equations: the raw score regression equation is Ŷ = 3.297 + 0.728(Y₁) and the standardized score regression equation is Ẑ = 3.297 + 0.659(Z₁)

Guidelines for Educational Resources Mobilization For Student Development Activities in Small Schools under Phra Nakhon Si Ayutthaya Primary Educational Service Area Office

Phattharawadee Phattharakhananon — 2025-12-26

The objective of this research was to study the essential needs for mobilizing educational resources to support learner development activities in small-sized schools under the Phra Nakhon Si Ayutthaya Primary Educational Service Area Office. This study employed a quantitative research design. The conceptual framework on educational resource mobilization was synthesized from the Office of the Education Council (2019) and Narongrit Pratumchai (2022), while the framework for learner development activities was adopted from the Bureau of Academic Affairs and Educational Standards (2010). The research area consisted of small-sized schools under the Phra Nakhon Si Ayutthaya Primary Educational Service Area Office. The sample group comprised 285 teachers and school administrators from these small-sized schools in the academic year 2024, selected through stratified random sampling. The research instrument was a questionnaire with a reliability coefficient of 0.99. Data were analyzed using quantitative methods. The findings revealed that: 1) The current condition was at a moderate level. 2) The desirable condition was at a high level. 3) The order of priority needs, from highest to lowest, were financial resources, management resources, human resources, and material resources. The knowledge obtained from this study is expected to benefit school administrators as a guideline for mobilizing educational resources to support learner development activities in small-sized schools under the Phra Nakhon Si Ayutthaya Primary Educational Service Area Office. Furthermore, it can be utilized to enhance educational management, ensuring appropriateness and maximizing benefits in school administration.

The Guidelines for Administrative Happy workplace of Thai-Myanmar border school in Maesot district under Tak Primary Educational Service Are office 2

Rutjiraporn Rutjiraporn — 2025-12-26

This research article aimed to study the conditions, problems, and comparisons of school administration in the Thai–Myanmar border area, Mae Sot District, under the Tak Primary Educational Service Area Office 2. The sample consisted of 258 school administrators and educational personnel, determined according to Krejcie and Morgan’s sample size table and selected through multi-stage random sampling. The key informants included 17 experts. The research instruments were a questionnaire and an interview form. Data were analyzed using frequency distribution, percentage, mean, standard deviation, t-test, and one-way ANOVA. The results revealed that: (1) the overall condition of schools as happy organizations was at a high level, with the main problem being the nature of work affecting personnel’s health; (2) school administration classified by experience and school size did not differ significantly; and (3) the guidelines for developing schools into happy organizations comprised nine aspects: good health (reducing stress), good relaxation (managing time and space for rest), good kindness (promoting cooperation), good spirit (encouraging religious or belief-related activities), good family (supporting work–life balance), good society (building a transparent organizational culture), good learning (promoting education and training), good financial health (fair promotion and rewards), and good work (assigning tasks according to expertise).

Strategies for Developing the Competencies of Vocational Students in the 21st Century to Develop the Quality of Education at Song Phi Nong Vocational College, Suphan Buri Vocational Education Province

Atthaphan Namkul — 2025-12-26

The objectives of this study were to: (1) investigate the fundamental information regarding the development of 21st century competencies among vocational education students, (2) develop strategies for competency development, (3) implement the developed strategies, and (4) evaluate the outcomes of the implemented strategies. The target group consisted of 73 participants, including administrators, teachers, educational personnel, and school board members, selected through purposive sampling. The research instruments comprised questionnaires, interviews, expert-based conversation records, and strategy evaluation forms. Data were analyzed using frequency, percentage, mean, and standard deviation. The findings revealed that: (1) the assessment of the suitability of components and indicators was at the highest level, while the current situation was rated at a moderate level and the desirable situation at the highest level. The prioritized needs were ranked as follows: creativity and innovation skills, career and lifelong learning skills, information technology application and digital ethics skills, critical thinking and problem-solving skills, and communication and collaboration skills. (2) The developed strategies, consisting of vision, mission, objectives, strategies, approaches, indicators, and projects, were evaluated at the highest level in terms of suitability and feasibility. (3) The implementation of the strategies was found to be at the highest level. (4) The evaluation of the strategies indicated that their usefulness and satisfaction levels were also at the highest level.

Guidelines for Development of Implementation Duties in Accordance with the Role and Responsibilities of the Basic Education school Committees under the Sisaket Primary Educational Service Area District Office 1

Rittipon Manorat — 2025-12-26

The objective of this research is 1) study the current and the desirable condition of implementation duties in accordance with the role and responsibilities of basic education school committees under the Sisaket Primary Educational Service Area District Office 1; 2) study the needs for development of implementation duties; 3) compare needs for development of implementation duties, classified by the position; and 4) study the guidelines for development of implementation duties. This research is mixed methods. The sample group in this study was 280 basic education school committee representatives. The sample size was determined using the Krejcie and Morgan tables. Stratified random sampling was then employed, with the sample proportionate to the size of the educational institutions. The target group consisted of 8 individuals. Research Instruments were questionnaires and structured interview form. The statistics were frequency, percentage, mean, standard deviation, PNI_modified, F-test and content analysis. The research findings were as follows 1) The current condition was overall at a high level while the desirable condition was at a highest level. 2) The needs for development were organized in descending order of the needs index, academic affair, budget, personnel management, and general administration. 3) A comparison of the needs for development, classified by the position, it was found that there were statistically significant differences at the 0.05 level, except for in the general administration aspect, which was not different. 4) The proposed development guideline is to encourage active participation of the school board in planning, giving feedback, and monitoring the implementation process

Guidelines for Internal Supervision in Private Schools in Nonthaburi Province under the Office of Nonthaburi Provincial Education

Waraphorn Suebwongsa — 2025-12-26

This research aimed to 1) examine the level of internal supervision practices among teachers in private schools under the Nonthaburi Provincial Education Office; 2) compare internal supervision practices based on teachers’ years of work experience; and 3) investigate the internal supervision guidelines for teachers in private schools in Nonthaburi Province. The sample consisted of 59 schools, determined using Krejcie and Morgan’s sample size table. In-depth interviews were conducted with five purposively selected educational experts—school administrators from schools with national O-NET scores above the national average. Research instruments included a questionnaire and a semi-structured interview form. Data were analysed using frequency, percentage, mean, and standard deviation, with hypothesis testing conducted via t-test. Qualitative data were analysed using content analysis. The findings revealed the following 1)The overall level of internal supervision practices among teachers in private schools under the Nonthaburi Provincial Education Office was high. The highest mean score was found in supervision planning, followed by evaluation and reporting. The lowest, though still high, was in the area of situational analysis for learning development. 2) There was no statistically significant difference in teachers' perceptions of internal supervision based on years of work experience, whether less than 10 years or 10 years and above. 3) The proposed guidelines for internal supervision in private schools include utilising data from multiple sources for system-based and context-based situation analysis; engaging teachers in collaborative problem analysis, goal setting, and strategy formulation; organising academic forums for professional learning; continuously developing and updating supervision tools; and promoting collaborative learning through PLC and reflective meetings. Evaluation should synthesise both qualitative and quantitative data, with results reported systematically to inform further improvement.

Guidelines for Developing 21st Century School Administration Skills of School Administrators of the Phang Nga Provincial Administrative Organization Sports School

Walleeya Waharak — 2025-12-26

The objectives of this research were to: 1) study the current conditions, desired conditions, and needs for 21st century school administration skills; 2) develop guidelines for developing 21st century school administration skills of school administrators; and 3) evaluate the appropriateness and feasibility of the proposed guidelines. This research was a mixed-methods research design using the entire population of school administrators and teachers of Phang Nga Provincial Administrative Organization Sports School, totaling 20 people, consisting of 2 administrators and 18 teachers, 7 experts were interviewed to provide information for the development of the guidelines, and 5 qualified professionals evaluated the guidelines. Research instruments included a questionnaire assessing current and desired conditions with reliability coefficients of 0.967 and 0.974, a semi-structured interview, and an evaluation form for assessing the appropriateness and feasibility of the proposed guidelines. Data were analyzed using basic statistics, including frequency, percentage, mean, standard deviation, the Priority Needs Index (PNI), and content analysis. The findings revealed that 1) the current condition of 21st century school administration skills of school administrators of Phang Nga Provincial Administrative Organization Sports School, both overall and in each aspect, were at a high level. The desired conditions, both overall and in each aspect, were at the highest level. The skill with the highest priority need was technology and digital literacy, followed by analytical and creative thinking, communication, management and adaptability, relationship building, and teamwork skills, respectively. 2) The development guidelines encompassed a total of 102 approaches across all six skill areas. 3) The results of the evaluation of the appropriateness and feasibility of the guidelines found that both overall and in each aspect were at the highest level.

A Study the Priority Needs in School Administration Components Based on the Concept of Upskill and Reskill in Municipality Schools

Wasana Somjai — 2025-12-26

This research aimed to study the priority needs in school administration components based on the concept of Upskill and Reskill in municipality schools. The research methodology involved studying the based on the concept of Upskill and Reskill in municipality schools by reviewing relevant literature and research and exploratory factor analysis, component verification, and analysis of the priority needs in school administration components based on the concept of Upskill and Reskill in municipality schools. The research findings revealed that: The components of school administration based on the concept of Upskill and Reskill in municipality schools consisted of 5 components with 53 indicators, ranked by PNI _modified values as follows: 1) Change Management (PNI _modified = 0.142); 2) Learning Management Systems (PNI _modified = 0.109); 3) Lifelong Learning (PNI _modified = 0.091); 4) Collaborative Learning (PNI _modified = 0.089); and 5) Critical Problem-Solving Thinking (PNI _modified = 0.077).

Guidelines for developing multicultural education in educational institutionsChongkab-Kirirat School Group Under the Tak Primary Educational Service Area Office 2

Sasitorn Phonjorn — 2025-12-26

This research aims to: (1) study the current situation and challenges of multicultural education management in educational institutionsChongkab-Kirirat School Group Under the Tak Primary Educational Service Area Office 2, and (2) propose guidelines for developing multicultural education management in these schools. The study involved 195 participants, including school administrators, teachers, educational personnel, and experts in the academic year 2024. The research instruments used were a five-point Likert scale questionnaire and a structured interview form. Data were analyzed using percentage, mean, standard deviation, and content analysis. The findings of the research indicated that; 1. The overall multicultural education management in schools under the Chong Khaep-Keerirat School Group was rated at a high level . When analyzed by aspect, the highest-rated aspect was attitude adjustment, followed by curriculum content adaptation , teaching method adaptation, and the lowest-rated aspect was equal opportunity provision, which was still at a high level. 2. The guidelines for improving multicultural education management in these schools should focus on ensuring equal educational opportunities, adapting teaching methods to fit the learners’ diverse contexts, revising curriculum content to reflect cultural diversity, and promoting positive attitudes toward cultural differences. Successful implementation requires collaboration among schools, communities, and relevant stakeholders to achieve sustainable multicultural education.

The Role of School Administrators in Development the Quality of Learning Management in the Digital Era under the Secondary Educational Service Area Office Sisaket Yasothon

Wiangkhom Wijit — 2025-12-26

The purposes of this research were: 1) to examine the level of school administrators’ roles in development the quality of learning management in the digital era under the Secondary Educational Service Area Office Sisaket Yasothon, 2) to compare the roles of school administrators and 3) to investigate guidelines for the development of the roles of school administrators. The sample consisted of 346 educational administrators and teachers, selected using stratified random sampling based on school size. Data for interviews were collected from 6 educational administrators and teachers. Research instruments were questionnaires and interview forms, with IOC value between 0.60 -1.00 and a reliability of 0.97. The statistics used were percentages, means, standard deviations, t-tests, F-tests, and pairwise difference tests using the LSD method. The findings revealed that the overall: 1) The role of school administrators in developing digital-age teaching and learning management was high. 2) Significant differences in roles were observed based on position and work experience (p<0.01), and school size (p<0.05). 3) Development guidelines included establishing clear evaluation criteria with a joint screening committee for school administration. Recommendations also emphasized promoting teacher development for enhanced digital teaching skills, adapting curricula and assessment for the digital age, and leveraging technology to improve digital learning management and school administration for increased quality and efficiency.

The Development of Teachers’ Competency in Blended Internal Supervision to Enhance Instructional Management at Ban Nong Ya Plong School

Sasithorn Suksong — 2025-12-26

The objectives of this research were 1) to examine the current conditions and needs for implementing internal supervision, 2) to develop teachers' competencies in blended internal supervision to enhance teachers’ instructional capacity, and 3) To assess teachers’ satisfaction with the blended internal supervision competency development process designed to enhance their instructional capacity. This action research was conducted with a simple random sampling of four teachers from Ban Nong Ya Plong School. Research instruments included questionnaires (reliability = 0.97), achievement tests (difficulty index = 0.53–0.80, discrimination index = 0.40–0.73), observation forms, and evaluation forms. Descriptive statistics such as mean, standard deviation, and the Priority Need Index (PNI) were employed for data analysis. The findings were 1) Regarding the current conditions of internal supervision, the overall current condition of internal supervision was at a moderate level, the aspect with the highest mean score was supervision planning (=3.50), while supervision implementation had the lowest score (= 3.21). The highest need for development was found in the supervision implementation aspect (PNI_modified = 0.498), followed by revision and improvement (PNI_modified = 0.406). Both aspects require communication skills, interpersonal relationships, and the capacity for mentoring and professional leadership. 2) After the intervention, teachers’ competencies in internal supervision improved, with post-training scores higher than pre-training. The highest average post-training score was in the revision and improvement aspect (=4.60), followed by supervision implementation (=4.45). 3) Teachers’ satisfaction with all four aspects of the development process was at the highest level. The highest satisfaction was reported for content (=4.71), followed by the training manual (= 4.70), indicating that the materials were clear, relevant to teachers’ needs, and applicable in practice.

Resource Mobilization of Educational Institutions under the Office of the Secondary Education Service Area Ubon Ratchathani - Amnat Charoen

Santanee Saenghla — 2025-12-26

This research aimed to (1) A Study of Educational Resource Mobilization in Schools under the Jurisdiction of the Secondary Educational Service Area Office Ubon Ratchathani-Amnat Charoen This study investigates the mobilization of educational resources in schools affiliated with the Secondary Educational Service Area Office Ubon Ratchathani-Amnat Charoen. The research focuses on four key dimensions (1) budgetary resources, (2) human resources, (3) media and technological resources, and (4) administrative and managerial resources. (2) compare educational resource mobilization of schools under the Secondary Educational Service Area Office of Ubon Ratchathani and Amnat Charoen, classified by position, work experience, and school size; and (3) investigate approaches for developing educational resource mobilization under the Secondary Educational Service Area Office of Ubon Ratchathani and Amnat Charoen.The research sample consisted of 348 participants, including 21 school administrators and 327 teachers, selected through proportional stratified random sampling. Two research instruments were employed: a 5-point Likert scale questionnaire containing 40 items with an overall reliability coefficient of 0.98, and a semi-structured interview. Statistical analyses included frequency, percentage, mean, standard deviation, t-test, F-test, and pairwise comparison using Scheffé's method. Research Findings: 1.The overall level of educational resource mobilization in schools under the jurisdiction of the Secondary Educational Service Area Office Ubon Ratchathani–Amnat Charoen was found to be high across all dimensions. The highest mean score was observed in the dimension of administrative and managerial resources, followed by human resources, media and technological resources, and budgetary resources, respectively. 2. School administrators and teachers, when classified by position, expressed similar opinions regarding educational resource mobilization—both overall and by dimension—with no statistically significant differences at the .05 level. 3. School administrators and teachers with varying levels of work experience showed no significant differences in their perceptions of educational resource mobilization, either overall or by dimension.

Development Guideline Of The School- Based Management In The Mea Pa-Mae Kasa School Group Educational Service Area 2

Siwawut Seedatong — 2025-12-26

The objective of this research is 1) study the conditions and problems of school-based management in the Mae Pa – Mae Kasa School Group under the Tak Primary Educational Service Area Office 2, and 2) identify development guidelines for school-based management in the same group. The sample consisted of 136 participants including school administrators, teachers, and basic education board members. Additionally, 17 experts served as key informants. Research instruments included questionnaires and interviews. Data were analyzed using frequency, percentage, mean, standard deviation, and content analysis. The findings revealed that: 1)The overall level of school-based management implementation was high across all aspects. The highest average was in the principle of decentralization, followed by participation and supportive leadership. The lowest average was in accountability. 2) The problems were found to be at a low level, with the most significant issue being the lack of stakeholder participation, followed by problems related to holistic development and accountability. 3) The proposed development guidelines emphasized strengthening collaboration with stakeholders, enhancing the role of school boards in mobilizing resources, improving educational quality, publicizing services, increasing budget literacy, and producing operational reports for submission to supervising agencies and for public dissemination through appropriate means.

Guidelines for building participatory relationships between schools and communities in Pathum Thani Primary Educational Service Area

Sakunrat Kanjaree — 2025-12-26

This study aimed to examine the current conditions, desirable conditions, and needs for participatory relationships between schools and communities of educational institutions under the Pathum Thani Primary Educational Service Areas. The research employed a quantitative approach. The sample consisted of 543 participants, including administrators, teachers, and school board members selected through stratified random sampling. The research instrument was a rating-scale questionnaire, and data were analyzed using frequency, percentage, mean, standard deviation, and the Priority Needs Index (PNImodified). The findings revealed that the overall participatory relationships between schools and communities, both in current and desirable conditions, were at a high.The highest current condition was the participation of school board members, while the most desirable condition was school–community public relations. The highest needs were found in the establishment of groups, clubs, associations, and foundations followed by community services and support from communities. The study highlights the importance of strengthening school–community partnerships in all dimensions, particularly by promoting networks and collaborative organizations. These efforts can enhance the effectiveness of educational management and foster sustainable development.

Academic Leadership of School Administrators in the Mae Tao–Phra That Pha Daeng School Group under the Tak Primary Educational Service Area Office 2

Sureerat Namdao — 2025-12-26

The objectives of this research were to study the academic leadership of school administrators and to develop guidelines for enhancing academic leadership in the Mae Tao–Phra That Phadang School Group under the Tak Primary Educational Service Area Office 2. The population consisted of 7 school administrators and 86 teachers, totaling 93 participants in the 2024 academic year, together with 9 experts. A mixed-methods approach was employed, using the Consecutive Mixed-Methods Research Design. The findings indicated that the overall level of academic leadership of the school administrators was high. The highest mean score was found in setting vision, mission, and goals, while curriculum and instructional management showed the lowest. The proposed developmental guidelines covered five aspects: (1) setting vision, mission, and goals by analyzing strengths and weaknesses, defining clear directions, and encouraging participation; (2) curriculum and instructional management by reviewing and adapting curricula to the local context and promoting teachers’ capacity to analyze standards and indicators for quality learning; (3) teacher development through training, study visits, supervision, and motivation; (4) creating a positive learning environment by arranging learning resources, integrating local wisdom and community networks, and promoting the use of technology; and (5) supervision, monitoring, and evaluation through friendly, continuous, and systematic processes that inform instructional improvement.

The creative leadership of graduate students in the Master of Education Program in Educational Administration, Ubon Ratchathani University

Suwimon Phoglin — 2025-12-26

This research aims to study the components of creative leadership among Master of Education students in Educational Administration at Ubon Ratchathani University, and to examine the suitability of creative leadership among these students. The population and sample used in this research consisted of 9 experts who evaluated the appropriateness of the components. The research instrument used in this study was a checklist for assessing the appropriateness of seven components: flexibility and adaptability, vision, creativity, imagination, consideration of individuality, teamwork, and flexibility and adaptability. The statistics used for data analysis included basic statistics: percentage, mean, and standard deviation. Research findings revealed that: 1. The components of creative leadership among Master of Education students in Educational Administration at Ubon Ratchathani University consist of 6 components: vision, creativity, imagination, consideration of individuality, teamwork, and flexibility and adaptability. 2. The results of the assessment of the appropriateness of creative leadership among Master of Education students in Educational Administration at Ubon Ratchathani University revealed that, overall, the 6 components were rated at the highest level. The order of the mean scores from highest to lowest was as follows: creativity, teamwork, imagination, vision, flexibility and adaptability, and consideration of individuality.

The Relationship Between Academic Leadership of School Administrators and the Effectiveness of Academic Administration under the Secondary Education Service Area Office Songkhla Satun

Sopapit Praidust — 2025-12-26

This study aimed to: 1) examine the academic leadership of school administrators ,2) investigate the effectiveness of academic administration in schools and 3) analyze the relationship between the academic leadership of school administrators and the effectiveness of academic administration. The research sample were 338 government teachers responsible for instructional management in schools under the Secondary Education Service Area Office Songkhla Satun in the academic year 2025. The sample size was determined using the Krejcie and Morgan sampling table, and a stratified random sampling method was applied based on school size and simple random sampling by drawing lot. The reliability coefficient of the academic leadership questionnaire was .979, and the academic administration effectiveness questionnaire was .991. The statistical methods employed in data analysis included frequency, percentage, mean, standard deviation, and Pearson’s product-moment correlation coefficient. The research findings revealed that 1) the overall academic leadership of school administrators, as well as each aspect, was rated at the highest level; 2) the overall effectiveness of academic administration, along with each aspect, was also rated at the highest level; and(3) the relationship between academic leadership of school administrators and the effectiveness of academic administration was positively correlated at a high level, with a Pearson correlation coefficient of r = .804, which was statistically significant at the .01 level.

Issue's detail

Assoc Prof Dr Jinnawatra Pakotung — 2025-12-27

Self-Leadership and Educational Administration

Rungtawan Pannoy — 2025-12-26

In today’s rapidly changing world, educational institutions are facing a wide range of challenges, including technological advancements, educational reform, increasing societal expectations, and growing competition. In particular, the emergence of modern technologies in the era of artificial intelligence has begun to play a significant role in educational administration. School administrators must therefore be prepared to respond to these global changes by addressing existing shortcomings and developing appropriate behaviors. If educational administrators are able to develop self-leadership, it can become a powerful force that enables collaboration with stakeholders to effectively drive the institution’s mission toward achieving its goals.

The Development of an Organizational Competency Model to Enhance the Administrative Potential of Higher Education Institutions: Concepts and Practices

Thitinan Poolsin — 2025-12-27

This article aims to analyze the concepts and processes of developing an organizational competency model in the context of Thai higher education institutions. It integrates theoretical foundations with practical applications to align with modern higher education policies and Sustainable Development Goals (SDGs). The paper highlights the meaning, category, importance, key elements, development approaches, and applications of competency models for both public and private universities. It also analyzes case studies and best practices derived from global frameworks such as the People Capability Maturity Model and Value Chain Analysis. The study findings indicate that systematic competency model development stems from individual and organizational competencies and stakeholder participation. Competency components comprise knowledge, skills, abilities, and other characteristics that can fill knowledge gaps and suggest concrete practices aligned with the Value Chain concept in education, research, and academic services, as well as organizational culture and strategies aligned with the Sustainable Development Goals and the 20-Year National Strategy, which emphasize human resource development and innovation to drive the country forward. This strategy also emphasizes the development of human resources and innovation to drive the country forward, enhancing organizational capacity for readiness for change, resulting in universities being agile and competitive at both national and international levels. Competency model development approaches include needs analysis, model development, validation and testing, evaluation, and model improvement. The application of organizational competencies will be of significant benefit to administrators, academics, and relevant personnel in adapting them for organizational development. It will particularly enhance university administrative capabilities and support sustainable lifelong learning, which will significantly benefit the higher education sector.

The Application of Learning Leadership and Collaborative Leadership Concepts for Educational Administration in the Digital Age

Theerapat Khumting — 2025-12-27

This article presents the concepts, components, and practical approaches to applying learning and collaborative leadership in the management of educational institutions in the digital age. School administrators must adapt and possess a forward-looking vision by embracing and utilizing new technologies in school administration. The implementation of instructional leadership involves inspiring others, self-development, collaborative learning, creative thinking, operational skills, learning environment management, and the effective use of information technology. These elements are integrated with collaborative leadership, which encompasses building positive relationships, fostering collaboration, effective communication skills, trust-building, and creating a shared vision. To effectively implement these leadership models in the digital context, administrators should establish a vision for digital technology, inspire the use of digital tools, promote teamwork through technology, cultivate a digital learning culture, enhance digital creativity, and manage digital learning environments. These efforts aim to transform educational institutions into learning organizations that can effectively adapt to global changes with quality.

School as Learning Community: Empowered Learning Community

Muonmard Buengrat — 2025-12-27

This academic article aims to present the concept of the School as a Learning Community (SLC) by applying the philosophy to school development within the local context. The approach emphasizes active participation from community members in the development of their community through learning processes, with the goal of building a strong and sustainable society grounded in shared knowledge and collective learning. The SLC model is considered an innovative approach to school administration, involving the co-creation of a new shared vision, ensuring every child has the right to learn, and enhancing both equity and quality in education. It encourages the use of knowledge, skills, and various competencies in the development of schools. Findings from the study indicate that the implementation of the SLC approach comprises several key components that support school development. These include collaborative learning through Lesson Study, peer learning partnerships, mentoring and coaching systems, collaborative and participatory learning activities, and Open Classrooms, which allow external individuals to observe and engage in the learning environment. These practices embody the public philosophy that schools, as learning communities, should follow—one of the three core philosophical foundations of the SLC model.

Agile in School Administration

Thitikamolsiri Lapho — 2025-12-27

In the BANI era, marked by brittleness, anxiety, nonlinearity, and incomprehensibility. School administration that relies on long-term plans and rigid procedures struggles to keep pace with change, undermining the confidence of teachers, parents, students, and the community. This synthesis article proposes ways to adapt Agile practices in schools to enhance flexibility and responsiveness, drawing on a review of Agile concepts, implementation lessons, and systemic constraints within Thai education. The conclusions recommend establishing cross-functional teams to shorten work cycles and improve decision quality, together with eight practical guidelines: (1) Introduce Agile into school management through experimentation, adaptation, and continuous learning; (2) Scale Agile across the whole school; (3) Assess the organization’s Agile fit and maturity; (4) Cultivate Agile leadership that builds trust, distributes authority, and listens; (5) Adopt Agile approaches to planning, budgeting, and review; (6) Align organizational structure and people management for agility; (7) Develop enabling processes and technologies; and (8) Tailor application to each school’s context. Emphasizing Agile budgeting, short evaluation cycles, and metrics focused on outcomes and team success can elevate learning quality, strengthen collaboration, and enhance schools’ long-term competitiveness.