Confirmatory Factor Analysis of the Holistic Learning Management of Educational Development for Special Administration Zone in Southern Thailand
Article Sidebar
Main Article Content
Abstract
The education management in the southern border provinces regardless of differences focuses on subjects and separated learning. Education management lacks a holistic balance. To the needs of human development to its fullest potential. This research was proposed to confirmatory factor analysis of the holistic learning management of educational development for special administration zone in southern Thailand. The integrated research methodology had 3 stages. 1) Studied the concepts and theories of holistic education management through content analysis. The instruments used were a semi-structured interview with 9 qualified experts found capable of joining 7 main words, 6 groups, and 66 subgroups. Created a questionnaire to interview 17 qualified experts then 5 experts to check content validity and consistency. 2) The sample was 317 people for the possibility of this research, which found 10 factors and 89 attributes. And 3) confirmed by interviewing 9 qualified experts. It was found that the consistency of factors with empirical data was ( 2/df = 3.580), (p-value = 0.000), (RMSEA = 0.090), (CFI = 0.972), (AGFI = 0.880) and (RMR = 0.008). The results suggest that it should be formulated as a strategy to improve the quality of educational development for special administration zone in southern Thailand.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright Notice articles, information, images, etc. was published in this Journal of Yala Rajabhat University is a copyright of the journal Yala Rajabhat University. If any person or deparment wants to bring all or part of it for publish or take any action. Authorization is required in written form from the Journal of Yala Rajabhat University only.
References
Ahlam, A. (2017). Teaching sustainable practices as part of a holistic education in the Saudi context. International Journal of The Whole Child 2017, 2(2), 29-40.
Bunduki, B. K. H. & Higgs, L.G. (2016). Defining integrated learning: Perspectives from alumni of the christian university in the democratic republic of the Congo (DRC). KOERS—Bulletin for Christian Scholarship, 81(2), 1-9.
Chotiphan, P. (2013). Teaching for the development of higher thinking skills. PBL Walailak University Newsletter, 6(1), 8-9. (in Thai)
Forbes, S. H. (2003). Holistic Education: An analysis of its ideas and nature (8th ed.). Vermont : The Foundations of Educational Renewal.
Islahuddin, I. T. & Mansyur (2016). A holistic model of partnership in education. International Journal of Environmental & Science Education, 11(13), 5915-5924.
Miller, J. (2000). Education and the soul:Toward a spiritual curriculum. Albany: State University of New York Press.
OECD (2016), Global competency for an inclusive world [Online]. Retrieved March 23, 2022, https://www.oecd.org/education/Global-competency-for-an-inclusive-world.
Oyewo, A. S. (2018) Holistic leadership approach as a model to schools implementing change [Online]. Retrieved July 14, 2022, from: https://www.academia.edu/38607266/TITLE_Holistic_leadership_approach_as_a_model_to_schools_implementing_Change.
Patumarak, J. & Boonyananta, S. (2019). Guidelines for multidisciplinary art activities to enhance holistic learning of fifth grade students. Journal of Humanities Social Sciences and arts Silpakorn University, 12(6), 153-170 (in Thai)
Phimpha, P. (2018). Current Thai education. Journal of Mahamakut Wittayalai University Roi Et Campus, 7(1), 242-249. (in Thai)
Pimklad, N.,Thongsri, N., Sirinon, C., Prachanan, P., Laothong, A., Chantaram, J., & Phaisirikul, R. (2017). Holistic learning management approaches. Journal of Research & Development Buriram Rajabhat University, 12(2), 92-102. (in Thai)
Piromkraiphak, S. Suntrayuth, D. & Kosaiyawat, S. (2016). A model of learning self awareness in responsibility of unequal opportunity children by participatory action research for Rajaprajanugroh 50 school, Khonkean province. Education and Social Development, 12(1), 69-79. (in Thai)
Shaked, H. & Schechter, C. (2017). Systems thinking for school leaders holistic leadership for excellence in education. Cham: Springer Nature.
Srirat, N. (2021). Creating a positive attitude in working according to Buddhism. Journal of MCU Social Science Review, 10(2), 387-396. (in Thai)
Sterling, L. & Davidoff, S. (2000). The courage to lead : A whole school development approach. Kenwyn: Juta.
Suwanphahu, B. Tuicomepee, A. & Kaemkate, W. (2013). Wellness in adolescents : Conceptual framework and psychological measures. Journal of Behavier Science, 19(2), 127-137. (in Thai)
Thongmark, S. Neimted, W. Choosuwan, R. & Sittichai, R. (2018). Looking backwards and forwards of educational quality in three southern border provinces of Thailand. Princess of narathiwas university journal of humanities and social sciences, 5(Special), 186-198. (in Thai)
Yuenyaw, P. (2018). Super leader of educational administrators. Veridian E-Journal, 11(1), 2886-2899.
(in Thai)
