Developing Emotional Intelligence of Grade 7 Students through Problem-Solving Skills-Based Learning

Eakarak Chaiyasatarn — Wed, 31 Dec 2025 00:00:00 +0700

This research aimed to 1) compare the emotional intelligence of Grade 7 students before and after learning with problem-solving skills to promote emotional intelligence and 2) compare the academic achievement of Grade 7 students before and after learning with problem-solving skills to promote emotional intelligence. The sample group was 37 Grade 7 students from one classroom at Sriboonyanon School during the first semester of the 2025 academic year. The research instruments included a health education lesson plan on refusal skills and the prevention of sexual abuse, an emotional intelligence assessment for adolescents (12-17 years old) from the Department of Mental Health, Ministry of Public Health (2000), and an academic achievement test. The results showed that 1) the emotional intelligence of the sample group in the dimensions of "Competence," "Morality," and "Happiness," as well as overall emotional intelligence, was significantly higher after the intervention than before, at a statistical significance level of .05. 2) The average academic achievement scores of the Grade 7 students before and after the intervention were 26.16 and 29.05, respectively. The post-test scores were significantly higher than the pre-test scores, at a statistical significance level of .05.

The Relationship between Participative Management and School Effectiveness in the Krabi Old Town School Network, Mueang District, Krabi Province

peeraphat Kaewchansri, Piengpen Na Pattalung — Wed, 31 Dec 2025 00:00:00 +0700

The purpose of this research was to examine the levels of participative management among school administrators, the levels of school effectiveness, and to analyze the relationship between the two variables in the Krabi Old Town School Network, Mueang District, Krabi Province. The sample consisted of 100 government teachers, determined using the Krejcie and Morgan sample size table. The research instrument was a five-point rating-scale questionnaire, validated for content validity and yielding an overall reliability coefficient of .94. Descriptive statistics—percentage, mean, and standard deviation—were employed, along with inferential statistics using Pearson’s Product–Moment Correlation Coefficient.

The findings revealed that participative management among school administrators was rated at a high level. Administrators demonstrated practices that encouraged teachers and personnel to take part in decision-making, planning, and monitoring school operations, reflecting a democratic administrative model grounded in transparency, mutual trust, and shared responsibility. Among the dimensions, participation in decision-making received the highest mean score (x̄ = 3.66, S.D. = 0.40), while the overall mean of participative management was also high (x̄ = 3.64, S.D. = 0.23), indicating consistent engagement across multiple administrative dimensions.

School effectiveness was likewise found to be at a high level (x̄ = 3.74, S.D. = 0.29), covering areas such as student learning outcomes, teacher quality, instructional management, resource utilization, and collaboration with parents and the community. These results highlight the strong administrative capacity of schools within the network, both academically and organizationally.

The correlation analysis showed that participative management was positively correlated with school effectiveness at a moderate level (r = 0.513, Sig. = .000), statistically significant at the .01 level. This suggests that schools whose administrators promote appropriate staff participation tend to achieve higher levels of overall effectiveness. The findings align with the concepts of Likert (1967) and Hoy and Miskel (2012), who emphasize that participative management enhances trust, cooperation, and organizational commitment—key components of coherent and effective school operations. The results also correspond with contemporary studies indicating that participation from teachers, parents, and communities is a crucial factor influencing student achievement and the long-term strength of educational institutions.

In conclusion, the study demonstrates that participative management serves as an essential mechanism for improving school quality across all dimensions, particularly within the diverse and resource-varied context of the Krabi Old Town School Network. Providing opportunities for teachers and stakeholders to participate in planning, implementation, and evaluation not only strengthens transparency and organizational unity but also contributes to sustainable educational improvement that responds effectively to the needs of learners and the community. Keywords: participative management, school effectiveness, school administrators, Krabi Old Town School Network

Journal MBU Education

Developing Emotional Intelligence of Grade 7 Students through Problem-Solving Skills-Based Learning

The Relationship between Participative Management and School Effectiveness in the Krabi Old Town School Network, Mueang District, Krabi Province