Leadership Educational Administration Development Journal, Ramkhamhaeng University

THE RELATIONSHIP BETWEEN STRATEGIC MANAGEMENT AND TRANSFORMATIONAL LEADERSHIP OF VOCATIONAL EDUCATION ADMINISTRATORS IN THE SPECIAL ECONOMIC ZONE OF TAK PROVINCE

2024-11-24T09:25:41+07:00

This research aimed to 1) study the strategic management and transformational leadership of vocational education administrators and 2) examine the relationship between the strategic management and transformational leadership of vocational education institutions located in the Special Economic Zone of Tak Province. The sample group consisted of 144 teachers from vocational education institutions in the Special Economic Zone of Tak Province in the academic year 2024. Data collection was conducted using a questionnaire divided into two sections. Section 1, the strategic management of vocational education administrators, with a reliability of 0.85. Section 2, the transformational leadership of vocational education administrators, with a reliability of 0.88. Mean, standard deviation and Pearson’s product-moment correlation coefficient were used to analyze the data. The findings revealed that 1) vocational education administrators' overall strategic management and transformational leadership levels were high, and 2) the relationship between strategic management and transformational leadership was positively correlated at the highest level with a significant level of 0.01.

Guidelines for Happiness Organization Development of Educational Administrators Under the Bangkok Secondary Educational Service Area Office 2

2025-02-04T12:59:20+07:00

This study aims to examine the needs of happiness organizations in educational institutions, and to propose guidelines for developing happiness organizations in educational institutions. Under the Bangkok Secondary Educational Service Area Office 2. The research was conducted using a mixed methods approach, which is divided into two phases: Phase 1: Analyzing the needs of happiness organizations in educational institutions using quantitative research methods. The research sample consisted of 357 teachers, selected through stratified random sampling and simple random sampling. The data were analyzed using descriptive statistics and the PNImodified index. Phase 2: Proposing guidelines for the development of happiness organizations in educational institutions, through semi-structured interviews with 7 school administrators, based on their experiences. The content analysis method was employed for data analysis.

The research finding indicated:

The needs of happiness organizations in educational institutions: Overall, the needswere found to be at a high level. The areas with the highest essential needs was financial status (Happy Money), followed by health (Happy Body), relaxation (Happy Relax), family (Happy Family), society (Happy Society), knowledge acquisition (Happy Brain), kindness (Happy Heart), and morality (Happy Soul).

Guidelines for developing happiness organizations in educational institutions : The proposed development areas included: Development of health-related happiness (Happy Body), Development of financial well-being (Happy Money), Development of family happiness (Happy Family), Development of social happiness (Happy Society), Development of relaxation happiness (Happy Relax), Development of kindness (Happy Heart), Development of moral happiness (Happy Soul) and Development of knowledge-seeking happiness (Happy Brain).

Development of an Artificial Intelligence Literacy Assessment Tool for Secondary School Teachers

2025-04-21T09:54:38+07:00

This research aimed to 1) develop and examine the quality of an Artificial Intelligence Literacy (AI Literacy) assessment tool for secondary school teachers, and 2) establish normative data (norms) for the assessment. The sample consisted of 241 in-service teachers under the jurisdiction of the Pathum Thani Secondary Educational Service Area Office in the 2024 academic year. The participants were selected using a multi-stage sampling technique. The research instrument was a 40-item multiple-choice AI Literacy assessment covering four key components: (1) understanding and utilization of AI, (2) critical evaluation and analysis of AI, (3) ethical use of AI, and (4) promotion of learning and problem-solving through AI.
The results showed that the item-objective congruence (IOC) index ranged from 0.60 to 1.00. The item difficulty indices (P-values) ranged from 0.23 to 0.76, and the item discrimination indices (r) ranged from 0.31 to 0.67. The reliability coefficient (Cronbach’s Alpha) was 0.89, indicating a high level of internal consistency. The norms were established using Z-scores and T-scores, allowing the classification of teachers’ AI literacy levels into five categories: Very High (22.4%), High (35.2%), Moderate (28.6%), Low (9.8%), and Very Low (4.0%).

A Study of Academic Achievement from Learning Management using Inquiry-based Teaching Methods (5E) Combined with an Activities Package in Contact and Non-Contact Forces of Pratomsuksa 3 Students

2025-04-03T15:05:38+07:00

This experimental study aims to compare academic achievement in contact and non-contact forces before and after implementing inquiry-based teaching methods (5E) combined with an activities package for Pratomsuksa 3 students at Ramkhamhaeng University Demonstration School (elementary level). This research utilized a single-group pretest-posttest design and involved 30 students from one classroom selected through cluster random sampling. The research instruments consisted of (1) a lesson plan that applies the inquiry-based teaching method (5E) combined with an activities package in contact and non-contact forces, and (2) multiple-choice academic achievement exams. The data were analyzed using mean (M), standard deviation (SD), and a dependent samples t-test. The results indicated that students' mean academic achievement in contact and non-contact forces after learning management with the inquiry-based teaching method (5E) combined with an activities package was higher than before learning management, with statistical significance at the .05 level.

Instructional Leadership of School Administrators in the Digital Era

2024-12-09T18:10:10+07:00

This article outlines guidelines for enhancing the capabilities of modern school administrators in the digital era, a time marked by significant technological advancements. These changes impact all sectors of society, including infrastructure, lifestyle, economy, politics, community, environment, and, most notably, education. School administrators need to recognize these transformations. Developing schools to keep pace with the evolving needs of students in a technology-driven society presents a considerable challenge. To tackle these challenges, school administrators must adopt instructional leadership to advance educational practices and adapt to changes. Instructional leadership should encompass five essential components: 1) establishing a digital vision, 2) cultivating personnel with technological skills, 3) managing the curriculum, 4) developing learning resources and media, and 5) implementing effective monitoring and evaluation. School administrators can more effectively manage schools in the digital era by focusing on these tasks.